Fundamental methodological significance for socio-cultural technologies is their reliance on the basic postulates of pedagogy. This process, as noted in special literature, consists in the consistent transformation of social and cultural tasks facing a certain community of people into pedagogical tasks for the upbringing and education of the individual. This makes it possible to give social and cultural technologies an educational, developmental and recreational focus.

Compliance with the requirements of the pedagogy of cooperation is also fundamental for their implementation.

In the context of this section, we consider managers and teachers working with the group as technologists of the socio-cultural sphere, and the group itself, or a certain community that unites not only students, but also readers, listeners, viewers, potential partners and colleagues, as the total subject of socio-cultural activity. Whatever relationship a technologist (manager or teacher) has with a group - either managerial or purely interpersonal, formal or informal, his activity invariably corresponds to the basic principles of pedagogy.

Structuring content material in each of the socio-cultural technologies is subject, as a rule, to the same type of algorithm. First, the main pedagogical categories are identified, which the manager-organizer will encounter in one way or another in the technological process. These are pedagogical requirements and pedagogical impact; work of a manager, teacher, technologist with a group and pedagogical position; elements of the methodology of pedagogical influence, etc. The key professional skills and abilities necessary for a specialist to solve the problem in practice are determined. The selection of appropriate pedagogical, artistic and expressive, technical means. Further, the teacher should adhere to the logic of technological actions.

Noteworthy feature. The pedagogical foundations of socio-cultural technologies include the development by the technologists of the skills of pedagogical influence in working with a group. A significant number of concepts and categories that make up the essence and meaning of the pedagogical orientation of socio-cultural technologies are introduced and repeated in technologies more than once. Such repetition makes us think about it as a kind of regularity.

Indeed, any of the socio-cultural technologies is formed on the basis of pedagogy with the disciplines of the cultural cycle, but as a set of pedagogical, by definition, professional skills, it is naturally based on the same pedagogical elements. In each of the technologies, these elements perform the function of load-bearing structures.

That is why the very fact of the pedagogical foundations of technological actions is a constant object of attention and a subject for training in the process. vocational training managers, teachers, technologists employed in the socio-cultural sphere.

The concept of “group”, with which the technologist works or represents, denotes an interacting socio-cultural community, consisting of three or more people. Differences in the pedagogical status of such groups are determined by the degree of personal participation of each of the members of the group and the nature of their interaction. Hence the spread in the qualifications of socio-cultural communities - from a randomly formed company to a team closely united thanks to a single Tskli.

We can talk about the existing typology of leisure programs and forms. Among them, there are programs that have a pedagogical, educational and training orientation related to the use of a specific cultural environment, including historical and historical and cultural monuments, memorial complexes, ecological zones, art expositions and other information, entertainment, developmental programs for homogeneous and mixed audiences, including weekend programs for the population, custom-made programs for teams of enterprises, educational institutions, cooperatives, etc.; group or individual training programs of various profiles, implemented on the principles of self-support and self-sufficiency.

Necessary condition diagnostics and forecasting of the socio-economic, psychological effect of the programs and forms being implemented are used.

The basis of functional methods for organizing socio-cultural activities in areas is the organic unity of culture, education, information, creativity, recreation, sports, tourism and entertainment. The defining feature of all Functional methods is their developmental beginning. It is no coincidence that therefore functional methods are obligingly named developing, shaping, compensating, rehabilitating, etc.

Differentiated (private) methods of socio-cultural activity are focused on working with separate, mainly age groups of the population. They have a number of common features associated with the original principles and functions of socio-cultural activities. At the same time, each of the methods has characteristic features due to the socio-psychological, physiological and other characteristics of age groups - children, adolescents, youth, adults and the elderly.

The basis of differentiated (private) methods is a variety of socio-cultural, leisure programs, profiled for certain socio-demographic groups.

Diagnostics, forecasting and design of socio-cultural processes

It is difficult to overestimate the value sociological research for the development of the theory and practice of socio-cultural activities, replenishment of the necessary information bank, data on current trends and patterns of leisure. The content and methodology of sociological research in the socio-cultural sphere are analyzed in detail in the corresponding course.

The technology of socio-cultural activity fundamentally requires competent diagnostics, forecasting of the initial conditions and the content of leisure needs and orientation of the inhabitants of the society, the content and forms of activities in the field of free time, which are most preferred by children, adolescents, youth, middle-aged and elderly people.

Diagnostics and forecasting serve as the basis for the development of socio-cultural projects and programs. The methodology of socio-cultural design is considered in a separate course.

The principle of variability, characteristic of the modern practice of socio-cultural activity, discussed earlier, makes it possible to choose and design both individual and mass and group classes according to any model, including author's schools and programs. It is in this direction that the process of improving the technologies of socio-cultural activities is going: the development of various options for their content; using the possibilities of modern pedagogy and psychology in improving the efficiency of leisure, educational, health and other structures; scientific development, practical justification and implementation of new ideas and technologies. Characteristic is the expansion of a kind of dialogue between various systems and technologies of socio-cultural activities, testing in practice new leisure, educational, entertainment and other similar forms and programs, additional and alternative to the existing network of state institutions and organizations. Interest in the use of historical socio-cultural experience in modern Russian conditions has increased.

Today, to work in the field of culture, art, leisure, education, sports, a qualified specialist cannot do without studying the entire vast arsenal of socio-cultural technologies. Along with professional theoretical thinking, the ability to analytically consider the socio-cultural environment in all its breadth and diversity, he also needs professional technological thinking associated with the ability to organize socio-cultural activities at the level of a single individual, group, mass audience.

Such an organizer needs not to waste time discovering what is already known, but to navigate freely in the diversity of the technological arsenal accumulated by the socio-cultural sphere, in a wide range of modern innovative technologies, ideas, schools, directions.

For decades, within the walls of the universities of culture and arts, the applied training course "Methods and Technology) has been developing and enriching as an integral part of the scientific specialty and academic discipline"Socio-cultural activity". It is built today on fundamentally new methodological scientific foundations. Thanks to the unity of social and cultural approaches to technological processes, students, together with teachers, enter the circle of phenomena and events that are characteristic of modern society and its culture. The development, assimilation and enrichment of this "baggage" is the main content of socio-cultural technologies.

Annotation. The concept of socio-cultural activity. Pedagogy as a science about the essence of the development and formation of personality. Psychology as a science about the patterns of development and functioning of the psyche as a special form of human life.

The psychological and pedagogical basis is social and cultural activity as an integral system of interrelated components that contribute to the expedient organization of free time for all age groups.

Psychological and pedagogical factors and mechanisms of influence on participants in socio-cultural activities. Psychological and pedagogical methods.

Theory of inventive problem solving (TRIZ).

Pedagogical components of socio-cultural activities. Socio-psychological factors influencing the solution of pedagogical problems.

Socio-cultural activity, according to T. G. Kiseleva and Yu. D. Krasilnikov, is an independent subsystem of the socialization of the individual based on the inclusion of a person in the creative process of self-realization and development of cultural values ​​in free time. This activity is based on the interaction of people. The effective organization of this human interaction, the most creative activity is impossible without the use of the achievements of such sciences as pedagogy and psychology. In the Great Modern Encyclopedia "Pedagogy and Psychology" (compiled by E. S. Rapatsevich) (2005), pedagogy is defined as the science of the essence of personality development and formation, developing on this basis theories and methods of education and training as a special organized process. Psychology is the science of the patterns of development and functioning of the psyche as a special form of human life.

The psychological and pedagogical foundations of SKD are being developed by a number of domestic scientists. The greatest contribution in this direction was made by Yu. A. Streltsov, D. M. Genkin, G. I. Frolova, E. I. Smirnova, M. A. Ariarsky, V. E. Triodin, N. N. Yaroshenko, V. Ya. Surtaev, A. D. Zharkov, G. I. Baklanova, V. S. Rusanova and others.

The modern theory of SKD is based on humanistic, human-centered psychological and pedagogical ideas. Currently, CDS scientists and practitioners pay special attention to psychological and pedagogical factors and mechanisms of influence on CDS participants, for example, the use of individual or collective technologies of amateur creativity of adults and children. With the help of psychological and pedagogical methods, didactic and educational tasks are solved, the collection and analysis of the information necessary for the organizers of the SKD is carried out. So, for example, when organizing leisure activities for children and youth, family vacations, the means of folk ethnopedagogics are actively used, especially for the revival of national cultural traditions. For example, when organizing mass holidays, such psychological and pedagogical methods as emotional infection, suggestion, demonstration, example, game are used, which contribute to the effectiveness of the socio-cultural impact on the audience.

Socio-pedagogical parameters, methods and techniques of sociometry, referentometry allow optimal interaction, for example, for members of a club association, to develop their creative abilities. For the implementation of educational, recreational, rehabilitation and other socio-cultural technologies, it is necessary to take into account psychological features audience, the content of its attitudes and value orientations. For the successful creative development of SKD participants, it is necessary to use psychological and pedagogical methods that determine the level of creativity. For example, they have positively proven themselves in the development creativity children in institutions additional education technologies based on the theory of inventive problem solving (TRIZ).

The professionalism of a CDS specialist is determined by how psychologically and pedagogically competently the interaction between him and the CDS participants is built. Based on the knowledge of psychology and pedagogy, a specialist can effectively explore the cultural needs of the audience, the motivation for participating in the SKD, the level of communication culture, and much more.

The most important pedagogical components SKD are: taking into account the patterns of training and education of participants in this process; effective application of psychological and pedagogical methods and technologies; the establishment of pedagogically justified connections and relationships among the participants of the SKD.

The emergence of new socially significant leisure interests, hobbies, needs is a powerful pedagogical potential of the SKD. The specialist creates real conditions for the realization of this potential within a specific socio-cultural institution. The solution of pedagogical problems that arise in the process of SKD depends on taking into account the following socio-pedagogical factors, which are distinguished by T. G. Kiseleva and Yu. G. Krasilnikov. It:

inter-subject cooperation of SKD partners, taking into account the influence of the surrounding cultural environment;

selection of effective psychological and pedagogical methods and technologies in the implementation of SKD, from planning, control and ending with the analysis of results;

implementation of an ethical attitude towards all participants in the SKD, the development of their spiritual and moral potential;

formation of an aesthetic environment in which SKD is implemented;

impact on the emotional and volitional mood of participants in the SKD; increasing the level of conscious activity of the audience;

raising the educational and general cultural level of participants in the SKD;

creation of conditions for maximum realization of the creative potential of participants in the SKD.

The above provisions speak of the need for deep and versatile psychological and pedagogical training of professional organizers of the SCA, and modern socio-cultural education is oriented towards this. professional education. Thus, the psychological and pedagogical basis of the SKD can be characterized as an integral system of interrelated components that contribute to the appropriate organization of free time for all age groups. This pedagogical system of cooperation and co-creation is part of a general cultural process, contributes to familiarizing a person with the values ​​of national and universal culture, developing the creative abilities of an individual, and his spiritual growth.

The social worker and the organizer of leisure is subject to the management of the behavior and activities of the individual in her free time- specific social, pedagogical, psychological impact on the sphere of leisure of the family, a child or a teenager separately.

The modern middle class situation with particular acuteness has put forward the problems of a radical change in educational activities among children, adolescents, youth, profound transformations in family education, educational activities of labor, educational teams, work at the place of residence - the entire cultural and leisure sphere.

For the full inclusion of adolescents in life, for the effective and creative fulfillment by them social functions members of society, in order to prepare an individual for self-development, self-education, an aesthetically and pedagogically organized system of comprehensive social assistance to the younger generation is required. Consequently, there is a need for appropriately trained personnel.

The problem with solving this problem lies in the isolation existing professionals, their low wages and limited functions in the SCI interaction system.

Life put forward the task of training a special category of leisure organizers – social educator working in the specific conditions of an open macro-social environment, specializing in assisting the family, organizing versatile activities for children and adults in the field of leisure, solving educational problems, correcting behavior and social rehabilitation of certain groups of children, adolescents, youth, capable of providing acceptable and expedient social and pedagogical intervention in the process of socialization of children and adolescents.

The process of increasing the socio-pedagogical role.

A specialist teacher and organizer of the SCS is necessary for the creation and functioning of a favorable leisure microenvironment that contributes to the socialization of the individual, its development, its “growing into human culture”, overcoming the lack of communication, emotional alienation of adults and adolescents, establishing their mutual trust.

Psychological and pedagogical systems of SKD.

P-p system ACS is a system of interrelated, complementary and interacting components, which implies the direction of the organization of individual leisure at all age stages in various areas of the macro environment and with the participation of all subjects of education.

SKD is an integral pedagogical system. It contains educational factors:

Making educational demands on yourself

Space of freedom and independence

Limit of independence

Satisfaction of socio-pedagogical needs

openness

Exposure to the influences of various public institutions

Communication

Active character.

The SKD has an endless pedagogical potential. Under pedagogical potential of the SKD is understood as the totality of its SC subjects that contribute to the emergence and development of new leisure interests and needs.

Components of pedagogical potential:

The system of individual-family choice and the design of forms and methods of spending free time

Design and implementation of traditional and alternative forms of leisure self-organization

Creation of real opportunities for the manifestation of initiative and initiative.

One of the conditions for building capacity is the creation at various levels of real conditions for the regional association of various SCIs that solve pedagogical problems.

There is a wide system psychological methods- techniques and means by which certain didactic tasks are solved, the collection and analysis of facts and insights used for the further development of socio-cultural theory and practice is carried out. The conjugation of cultural studies and social pedagogy, as well as the approach to education as the largest and most self-sufficient area of ​​the SKD as a whole, give grounds for highlighting the pedagogical component in it. SKD is by its very nature deeply pedagogical. Lots of social problems one way or another, they invariably acquire the status of pedagogical tasks. Psychological and pedagogical interaction and mutual influence are most prominently and deeply represented in the field of methods and technologies of SKD. The role of psychology and pedagogy is extremely important in solving such urgent problems for the sphere of culture and leisure as professional self-determination future specialists, professional selection and identification of their professional suitability, as well as their self-actualization and the implementation of a successful career. The concept of the pedagogical potential of the SKD as a broad set of its socially active subjects; others that contribute to the emergence and development of new leisure interests, hobbies and needs. Pedagogical organization of SKD in the region. Its diagnostic and formative stages. The need for the most complete use of the socio-pedagogical potential. Overcoming the reasons preventing its full and effective use. Basic requirements for capacity building. Study of leisure interests and needs of the population. Creation of a real opportunity for the manifestation of initiative and amateur performance, cultural and leisure activity of people.

Methods of socio-pedagogical influence on leisure:

Method of inheritance (cultivation)- an ideological, moral, aesthetic and other setting, a generally accepted norm, a rule.

suggestion method- the object's perception of information without comprehending it.

Infection method, that is, hypertrophied excitement in the mass of people of "herd feeling", complete disconnection from a personal relationship to the environment (panic, general exalted delight, etc.).

Socio-pedagogical method of persuasion- a way of conscious mastering by the object of the knowledge communicated to him, instilled feelings.

Example Method- persuasive evidence.

Method of organizing behavior, exercises, training. Its essence is the conscious purposeful accumulation by the object of personal experience.

Methods of encouragement and censure. Requirements for them: validity, reliance on public opinion, efficiency, publicity, emotional design.

The study of the leisure audience. Ways of socio-pedagogical study of the audience.

Observation- included, not included, systematic, episodic, continuous, selective.

Conversation- as a method of studying the object. "Free" conversation and programming.

Interview. experimental method . Base and control object. Other ways to study the audience: content analysis, study of documents, viewers, readers, scientific and practical, reporting and other conferences.

Recreational technologies.

Recreational (restorative) and sports and health technologies are designed to ensure and maintain human viability. They are universal in their use in the SKD process.

Modern recreational methods are based on the psychological and pedagogical patterns of entertainment and gaming, sports and recreation, artistic and entertainment activities. In the process of developing most recreational projects aimed at improving the quality of life and improving life, the main attention of specialists is focused on introducing the latest achievements in biology, physiology, psychology, and medicine into the practice of mass and specialized leisure.

A special place in recreational methods is occupied by animation SC technologies.. These technologies came to us from Western countries, primarily from France. Using different kinds artistic creativity as methods of "revitalization" and "spiritualization" of relations between people, socio-cultural animation is one of the most attractive types of leisure activities based on modern principles. The purpose of animation technologies has a pronounced humanitarian focus - to prevent the alienation of the individual in the culture of society, in the structure of social relations. The main subject of SC animation is personality.

Among professional animators, there are two types: coordinating leaders and specialist teachers who lead circles and studios, teach courses, engage in social and cultural activities at the place of residence, and provide psychological support in the structure of everyday social relations. The content of animation technologies includes a comprehensive assessment of a crisis situation (“good” - “bad”), assistance in determining and understanding which of the methods of action in a given situation is suitable for effectively achieving the goal, awareness of real opportunities and their choice, awareness of the likely consequences one or another decision (what happens in a changed situation).

The methods of bioenergy, rebirthing (breathing technique), shaping, art therapy, the possibility of conversational psychotherapy, bibliotherapy, psycho-gymnastics, etc. are used. the organization of recreation and entertainment carries a significant social, educational, psychological, rehabilitation burden.

In the use of recreational technologies, it is necessary to rely on the psychological and pedagogical characteristics of various age groups.

The information-developing, educational function of leisure activities aims at information and organization cognitive activity people, dissemination of a complex of various social and humanitarian knowledge, health education, instilling skills in active recreation and physical culture, familiarization with the therapeutic possibilities of health resorts and their most rational use.

Recreational function maximizes good rest people, restoring their physical and spiritual strength, organizing active leisure activities and entertainment, providing a variety of activities, a change of impressions, a positive emotional mood, relieving stress and fatigue.

According to its focus, the content of leisure in health resorts and tourist institutions includes: concert and entertainment and film services, library work, theatrical and sports festivals, organization of evenings of questions and answers, oral magazines, theme evenings, discos, game competitions, etc.

Annotation. The concept of socio-cultural activity. Pedagogy as a science about the essence of the development and formation of personality. Psychology as a science about the patterns of development and functioning of the psyche as a special form of human life.

The psychological and pedagogical basis is social and cultural activity as an integral system of interrelated components that contribute to the expedient organization of free time for all age groups.

Psychological and pedagogical factors and mechanisms of influence on participants in socio-cultural activities. Psychological and pedagogical methods.

Theory of inventive problem solving (TRIZ).

Pedagogical components of socio-cultural activities. Socio-psychological factors influencing the solution of pedagogical problems.

Socio-cultural activity, according to T. G. Kiseleva and Yu. D. Krasilnikov, is an independent subsystem of the socialization of the individual based on the inclusion of a person in the creative process of self-realization and development of cultural values ​​in free time. This activity is based on the interaction of people. The effective organization of this human interaction, the most creative activity is impossible without the use of the achievements of such sciences as pedagogy and psychology. In the Great Modern Encyclopedia "Pedagogy and Psychology" (compiled by E. S. Rapatsevich) (2005), pedagogy is defined as the science of the essence of personality development and formation, developing on this basis theories and methods of education and training as a special organized process. Psychology is the science of the patterns of development and functioning of the psyche as a special form of human life.

The psychological and pedagogical foundations of SKD are being developed by a number of domestic scientists. The greatest contribution in this direction was made by Yu. A. Streltsov, D. M. Genkin, G. I. Frolova, E. I. Smirnova, M. A. Ariarsky, V. E. Triodin, N. N. Yaroshenko, V. Ya. Surtaev, A. D. Zharkov, G. I. Baklanova, V. S. Rusanova and others.

The modern theory of SKD is based on humanistic, human-centered psychological and pedagogical ideas. Currently, CDS scientists and practitioners pay special attention to psychological and pedagogical factors and mechanisms of influence on CDS participants, for example, the use of individual or collective technologies of amateur creativity of adults and children. With the help of psychological and pedagogical methods, didactic and educational tasks are solved, the collection and analysis of the information necessary for the organizers of the SKD is carried out. So, for example, when organizing leisure activities for children and youth, family vacations, the means of folk ethnopedagogics are actively used, especially for the revival of national cultural traditions. For example, when organizing mass holidays, such psychological and pedagogical methods as emotional infection, suggestion, demonstration, example, game are used, which contribute to the effectiveness of the socio-cultural impact on the audience.

Socio-pedagogical parameters, methods and techniques of sociometry, referentometry allow optimal interaction, for example, for members of a club association, to develop their creative abilities. For the implementation of educational, recreational, rehabilitation and other socio-cultural technologies, it is necessary to take into account the psychological characteristics of the audience, the content of its attitudes and value orientations. For the successful creative development of SKD participants, it is necessary to use psychological and pedagogical methods that determine the level of creativity. For example, technologies based on the theory of inventive problem solving (TRIZ) have positively proven themselves in the development of children's creative abilities in institutions of additional education.

The professionalism of a CDS specialist is determined by how psychologically and pedagogically competently the interaction between him and the CDS participants is built. Based on the knowledge of psychology and pedagogy, a specialist can effectively explore the cultural needs of the audience, the motivation for participating in the SKD, the level of communication culture, and much more.

The most important pedagogical components of the SKD are: taking into account the patterns of training and education of participants in this process; effective application of psychological and pedagogical methods and technologies; the establishment of pedagogically justified connections and relationships among the participants of the SKD.

The emergence of new socially significant leisure interests, hobbies, needs is a powerful pedagogical potential of the SKD. The specialist creates real conditions for the realization of this potential within a specific socio-cultural institution. The solution of pedagogical problems that arise in the process of SKD depends on taking into account the following socio-pedagogical factors, which are distinguished by T. G. Kiseleva and Yu. G. Krasilnikov. It:

Inter-subject cooperation of SKD partners, taking into account the influence of the surrounding cultural environment;

The choice of effective psychological and pedagogical methods and technologies in the implementation of SKD, from planning, control and ending with the analysis of results;

Implementation of an ethical attitude towards all participants in the SKD, the development of their spiritual and moral potential;

Formation of an aesthetic environment in which SKD is implemented;

Influence on the emotional and volitional mood of participants in the SKD; increasing the level of conscious activity of the audience;

Raising the educational and general cultural level of participants in the SKD;

Creation of conditions for maximum realization of the creative potential of SKD participants.

The above provisions speak of the need for deep and versatile psychological and pedagogical training of professional organizers of the SCA, and modern socio-cultural professional education is focused on this. Thus, the psychological and pedagogical basis of the SKD can be characterized as an integral system of interrelated components that contribute to the appropriate organization of free time for all age groups. This pedagogical system of cooperation and co-creation is part of a general cultural process, contributes to familiarizing a person with the values ​​of national and universal culture, developing the creative abilities of an individual, and his spiritual growth.

The socio-political direction is one of the most basic and priority in the activities of institutions of the socio-cultural sphere, and we can observe its improvement in cultural and leisure institutions. Among the main tasks recently noted: the formation of political and economic culture of the population; active involvement of the population of the regions in the public and state life of the country; development of positive socio-political initiatives of citizens and the creation of organizational and legal conditions for the self-realization of the individual in the field of socio-political activity.

The main tasks of the historical and cultural movement in present stage are: attraction of the population to participate in the protection and development of historical and cultural, ecological environment your region; the preservation of the historical memory of the people and the education of young people on the basis of direct contact with history and culture; identification, study and protection of unique historical and cultural territories, museum, archival, art and collection funds; creation of alternative forms of communication and interaction between cultural and leisure and religious institutions in the affirmation and implementation of universal ideals and spiritual values.

Recently, the historical and cultural movement has received a new impetus for development, which is primarily due to the growing concern for the fate of national cultures, the growth of national self-consciousness of both representatives of indigenous nationalities and various ethnic groups living outside their national-state formations.

The main features of the moral direction are: the priority role of the moral principles of folk pedagogy; emphasis on interest, initiative activity of various groups of the population of the region; development of cultural activity. The main emphasis in the field of morality should be made on the search for methods of non-violent development of the personality, the return of a person to moral values, the ideals of goodness, justice, and mercy. An important goal of cultural and leisure institutions should be the dissemination of ideas of a peaceful way of life, ways to overcome conflict situations. To do this, it is necessary to expand charity movements and create clubs for social and psychological assistance.

The physical culture and health improvement direction in social and cultural activities has not yet been properly developed, but the most common problem within this priority is the increase in information and emotional stress and the resulting deterioration in physical and mental well-being, increased anxiety, alienation. The work of cultural and leisure centers should be built in close cooperation with physical culture and sports institutions, general education schools, parks, stadiums, etc. The main forms of leisure activities should be Health Days, weekend programs, sports competitions and much more.

The forms of cultural and leisure programs can be - clubs psychological training and auto-training, yoga, Chinese gymnastics, dating clubs and others that are aimed at developing skills mental self-regulation, harmonization of the psyche, the development of skills for successful interaction of a person with other people. High efficiency in cultural and leisure institutions that build their work with a family orientation. Here, the most popular events should be called such events as "Dad, Mom, I - a sports family", "The whole family to the stadium", "Stadium under the windows", "Sportlandia Country".

Artistic and aesthetic trends are among the most important at the present time, and cultural and leisure programs in these areas should solve the problems of mass aesthetic education of the population, the formation of an artistic culture of the individual, and create conditions for the regular familiarization, first of all, of children and youth with artistic values. The main goals in these areas are: the development of traditions of folk culture, the creation of conditions for the cultural creation of the population, the revival and promotion of folklore, folk art, arts and crafts, support for masters and family dynasties in applied art; creation of conditions for contacts with artistic values ​​and active perception works of art; revival of local folk traditions.

The main emphasis should be placed on the development of amateur artistic creativity of the population and the use of reserves of unorganized amateur performance to promote traditional types and genres of artistic creativity, especially applied ones.

Cultural benefits - conditions and services provided by organizations, other legal entities and individuals to meet citizens' cultural needs.

Cultural activities - activities for the preservation, creation, dissemination and development of cultural values.

Socio-cultural activity - the activity of social subjects, the essence and content of which are the processes of preservation, translation, development and development of traditions, values, norms in the field of artistic, historical, spiritual, moral, environmental and political culture.

Creative activity is an activity that generates something qualitatively new, something that has never existed before. It can be a new goal, a new result or new means, new ways to achieve them. An important place in creative activity is occupied by combining, varying already existing knowledge, known methods of action. The need that encourages activity can be a source of imagination, fantasy, i.e. reflections in the human mind of the phenomena of reality in new, unusual, unexpected combinations and connections. The most important mechanism of creativity is intuition - knowledge, the conditions for obtaining which are not realized. Creativity lies in that activity, the preliminary regulation of which contains a certain degree of uncertainty.

The term "socio-cultural activity" in everyday life is used in three meanings: as a social practice, which today involves many professions that are essential for the modern socio-cultural sphere; how subject, which has a certain logic and structure; as a historically established industry scientific knowledge, a theory that is being developed through the efforts of a large contingent of scientists and practitioners. In this section, we focus on the third meaning of this concept.

The theory of social and cultural activities is one of the components of the theory of pedagogy, the general pedagogical system of scientific knowledge. It is based on the provisions fundamental for pedagogical science from the field of human knowledge, sociology, psychology, history, cultural studies, etc.: it transfers these provisions from their inherent general level to the level of the special, thereby developing them to a certain extent. In turn, the theory of socio-cultural activity is the basic branch of scientific knowledge for many narrower specialized disciplines included in the educational standards for training personnel for the arts, media, tourism, information technologies and others.

The concept of socio-cultural activity has come in domestic science to replace the concept of "cultural and educational work", generally accepted in Soviet time to designate one of the mass tools of ideological work on the communist education of the masses. It is no coincidence that the appearance of this term was preceded by political and educational activities (political enlightenment), which is associated with the cultural revolution of the 20-30s.

The essence and meaning of socio-cultural activity lies in the direct focus on the active functioning of the individual in a particular social environment, on the formation of its socio-cultural status, the choice and implementation of adequate forms of its participation in socio-cultural processes.

As an independent, self-sufficient area of ​​human knowledge, socio-cultural activity took shape in the second half of the 20th century.

The first attempt to designate the meaning and essence of the functional need of society to comprehend and master culture using the integrating term "socio-cultural activity" was made in the mid-1950s by the French sociologist and culturologist J.R. Dumazedier. It was a remarkable and in its own way unique step towards introducing the society (society) to culture with the help of the integral term "socio-cultural activity".

In the early 90s of the 20th century, socio-cultural activity as an independent educational discipline and scientific specialty for the first time received scientific justification.

With the change of ideological milestones of the post-Soviet Russian society in the field of cultural and educational work, an intensive revision of scientific and professional terminology began. Yes, in scientific literature The term “cultural and educational activity” was replaced by versions where the word “leisure” was chosen as the key semantic term: “pedagogy of free time” and “pedagogy of leisure”, “cultural and leisure activities”, “culturology of leisure”, etc.

Other researchers, relying on the key term "socio-cultural activity", expand its meaning by introducing into scientific use the concepts of "socio-cultural management", "socio-cultural animation" (N.N. Yaroshenko), "socio-cultural design", “socio-cultural marketing”, “socio-cultural rehabilitation”, etc. At the same time, practitioners proposed and used the terms “cultural and educational activities”, “cultural and educational activity”, “pedagogy of free time”, “pedagogy of leisure”, “organization of leisure”, “applied cultural studies”.

Modern social and cultural practice not only includes amateur activities in the field of leisure, but, most importantly, is a huge pedagogical and professional work that extends far beyond the traditional leisure to such labor-intensive social spheres as a professional education system and the subsequent career of specialists, professional art and folk art, mass physical education and professional sports, professional social work and socio-cultural rehabilitation, intercultural, as well as professional, exchange and cooperation.

Only the integration of enlightenment, education and artistic culture, cultural studies and pedagogy (in particular, social pedagogy) can return a person to his original role as a creator, bearer and custodian of spiritual wealth.

The integration of cultural and socio-pedagogical principles, artistic culture and education has an exceptionally powerful effect on the entire process of preserving, disseminating and mastering cultural values.

Of particular importance for modern Russian society is the activity of future managers, teachers, directors, technologists of a cultural profile as highly qualified specialists of a special type and a special class, capable of actively working in various sectors of the socio-cultural sphere, teaching people diverse skills and abilities in the field of culture, art, sports, folk arts and crafts, games, advertising, establish contacts between different groups of the population, organize their social interaction, initiate the solution of vital leisure problems at the local level.

Speaking about the integrative and successive, in essence, nature of socio-cultural activity, it can be argued that this activity is both a science and an art. As a subject of scientific research, it organically includes a system of theoretical knowledge and practical skills of a large range of related sciences, it also implies the skill and ability of specialists to effectively apply them in practice.

The interrelation of the social and cultural, mediated by the activities of various subjects, gives rise to a special reality, fixed by the concept of "socio-cultural activity".

The relationship of the concepts that make up the category of "socio-cultural activity" is in the nature of complementarity. This allows us to refer it to the category of such terminological constructions, such as, for example, “liberal democratic society”, where the first part characterizes the specifics of values, and the second designates the form of government. In our case, “social” indicates the subject of activity, and “cultural” indicates the quality and scope of its activity, the ratio of social and cultural: social is a form of interaction, cultural is the result of interaction. The main product of socio-cultural activity is people, social communities and groups, societies that have mastered culture.

"Social" and "cultural" are dissolved in each other, because in any social phenomenon there is always a person as a bearer of social roles and cultural values. The social role in this context is considered as a set of normatively approved, expected behavior and actions of a person in certain circumstances.

Cultural values ​​are the source and result of socio-cultural activities, it is also a permanent object for their study, preservation, production, development, use and, as a result, the development and implementation of a variety of adequate educational, informational, recreational, creatively developing, rehabilitation and other programs .

The basis of the content of socio-cultural activities is universal human values. According to a number of educators-researchers (V.A. Karakovsky and others), social and cultural activities must be based on fundamental values, thanks to which good traits are formed in a person, highly moral needs and actions are born. These are Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World. Each of these values ​​is of great importance for the content and organization of socio-cultural processes.

The systematization of socio-cultural values ​​is carried out according to a variety of typological features.

The most common classifications are:

1) by origin of values: artificial (created by human hands) and natural (created by nature);
2) according to their essential characteristics: material (material) and spiritual (non-material);
3) by their creators and users: social values ​​(creator and user - society) and individual values ​​(creator and user - individual, personality).

There are a number of other versions of the typology of spiritual values. For example, B.S. Erasov proposes the following classification: vital (life, health, safety, well-being, strength, endurance, quality of life, natural environment and etc.); social (social status, diligence, wealth, profession, family, patriotism, social equality, gender equality, etc.); political (freedom of speech, civil liberties, legality, order, civil peace, etc.); moral (good, good, love, friendship, justice, duty, honesty, disinterestedness, respect for elders); religious (God, divine law, faith, salvation, grace, ritual, church, scripture, etc.); aesthetic (beauty, ideal, style, harmony, fashion, cultural identity, etc.); scientific (truth, reliability, objectivity, etc.); military (courage, fearlessness, etc.), etc.

A.V. Among the variety of spiritual values, Sokolov singles out the following values: universal (universal); national (domestic); group (estate, professional, territorial, youth, women, etc.); individual (personal).

The concepts of a cultural product, goods and services organically adjoin the concept of values. Since the work of a particular person or community of people is invested in the creation of each cultural value, the term “value” can also have a narrower interpretation - as the final product (or result) of socio-cultural activity, due to which the cultural needs of people are satisfied.

Among the many products of socio-cultural activity, tangible and intangible products stand out.

Material products designed for a long period of use include:

1) numerous "production" (for example, musical instruments, theatrical costumes, technical equipment, etc.) and information (radio receivers, televisions, tape recorders, etc.) means of culture, with the help of which the production or reproduction of cultural property is carried out;
2) cultural objects that are a product of spiritual production, but have a material embodiment (for example, books, paintings, films, sculptures and other works of art).

Intangible products are social and cultural services that are designed to form and satisfy spiritual interests, requests and needs and, as a rule, exist for a relatively short period of time spent on their production and consumption (showing a performance, holding a concert, film screening, issuing books in the library and bookselling, costume rental, tutoring, etc.).

In those cases when all products of socio-cultural activity, both tangible and intangible, naturally acquire a certain consumer value (very often in the form of a commodity, i.e. an object of sale), they become, in the language of economists, cultural good things.

In other words, cultural goods are the conditions and services provided by organizations, other legal entities and individuals to citizens to meet their cultural needs. Cultural benefits are the result of the labor of a huge number of people professionally and non-professionally engaged in the process of social (collective) and individual socio-cultural activities.

The genre and economic diversity of products of socio-cultural activity depends on the diversity of types and forms of this activity in the field of culture, art, education, leisure, and sports. The concept of "creative activity" implies the process of creating cultural values ​​and their interpretation. A creative worker, a subject of cultural activity is an individual participating in the process of identifying, preserving, creating, distributing and mastering cultural values.

The most important areas of cultural activity include: identification, study, protection, restoration and use of historical and cultural monuments; fiction, cinematography, scenic, plastic, musical art, architecture and design, photography, other types and genres of art; artistic folk arts and crafts, folk culture in its manifestations such as languages, dialects and accents, folklore, customs and rituals, historical toponyms; amateur (amateur) artistic creativity; museum business and collecting; book publishing and librarianship, as well as other cultural activities related to the creation of printed works, their distribution and use, archiving; television, radio and other audiovisual means in terms of the creation and dissemination of cultural values; aesthetic education, art education, pedagogical activity in this region; Scientific research culture; international cultural exchanges; production of materials, equipment and other means necessary for the preservation, creation, dissemination and development of cultural values; other activities, as a result of which cultural values ​​are created, preserved, distributed and mastered.

In fact, socio-cultural activities are educational activities; it is human-creative in nature, focused on a person, on the exhaustive disclosure of the spiritual potential inherent in him. In the process of this activity, in accordance with a given model, social and cultural relations and ties between people, the people themselves and the reality surrounding them change in a directed manner.

Socio-cultural activity bears in itself the traits of individuality, determined by its biological characteristics and socio-psychological structure. This activity can take place both individually and collectively. She has purposefulness. It is the consciously set goal that sets the activity in motion: the preliminary thoughtfulness of actions after setting it, the analysis of the situation in which a person has to act, the choice of methods and means to achieve the goal determine the sequence of actions of the individual in the socio-cultural sphere.

Socio-cultural activity in a certain sense can be identified with purposefully organized activity associated with the preservation, creation, dissemination and development of cultural values. Such activity, motivated by certain interests, needs, as well as tasks, rules and requirements, a person shows both in the sphere of work (within his working time), and in the sphere of leisure, free time. That is why it is legitimate to single out two parallel functioning types of individual and group (collective) socio-cultural activities - professional (main, production) and non-professional (amateur).

Both professional and especially non-professional socio-cultural activities are distinguished by freedom of choice, voluntariness, activity, and initiative. This activity is determined by national-ethnic, regional characteristics and traditions. It is characterized by a variety of types on the basis of general cultural, artistic, cognitive, political, social, domestic, family, professional and other interests of adults, youth, and children.

Socio-cultural activity, in essence, can be considered as an independent subsystem common system socialization of personality, social upbringing and education of people.

The nature and purpose of socio-cultural activities are also being studied in a number of other aspects, in particular:

Economic, where the predominant place in the characteristics of socio-cultural activities is occupied by such categories as self-financing and profitability, costs and development of capital investments, efficiency, self-sufficiency, material security;
- humanitarian, covering a wide range of content and modern technologies socio-cultural activities, which includes a whole block of initial concepts of social work, leisure, socio-cultural sphere, social purpose, principles and functions, private and sectoral methods, domestic and foreign experience;
- organizational and managerial, where the basis of meaning-forming structures is the concepts of management in the socio-cultural sphere, centralization and decentralization, democracy and self-government, control and reporting, socio-cultural diagnosis, forecasting and design.

All practically implemented processes in the sphere of social and cultural activities are based on the interdependence and interaction of these areas.

Study theoretical foundations socio-cultural activities as one of the pedagogical sciences show that they are based on the general theoretical laws of the functioning of pedagogical processes. Pedagogy is a complex science that integrates data from both natural and social sciences about a person, about the laws of his development, educational processes, and the nature of social relations. The subject of the study of the theory, methodology and organization of socio-cultural activities are the objective laws of social development organically related to the processes of education, development and formation of personality and organization pedagogical process. Socio-cultural activities have a huge educational potential, which is formed and organized by specialists from cultural institutions and their assets.

Since social life and education, as its organic part, are united in the conditions of socio-cultural activity and become a kind of mechanism that reveals, systematizes, develops and transmits values ​​in society. Therefore, the system of socio-cultural activity, its content, forms and methods, expressive means brings into life a way to resolve this basic pedagogical contradiction, which consists in preserving everything valuable, enduring in the educational process, considering it as moving and changing in its own way. the essence of the system. Therefore, all the content, forms and methods, expressive means of socio-cultural activity should be considered in motion, development.

One of the leading theorists of socio-cultural activity noted that socio-cultural activity is a process organized by social institutions of familiarizing a person with the cultural values ​​of society and actively including the person himself in this process.

The most important goal of the educational impact of social and cultural activities is the organization and implementation of a gradual, conscious transition by a person from education to self-education. The task of specialists in socio-cultural activity is to form a personality as a socially active subject, capable of analyzing, evaluating events, choosing a moral deed, responsibility, and creative initiative. Socio-cultural activity creates conditions for the development of personality, primarily on the basis of reflexive consciousness. This means the desire for self-education, self-education, self-training, self-improvement, self-control, self-control, self-persuasion, self-punishment and self-encouragement. Socio-cultural activity lays the foundation for spiritual development, self-regulation, unswerving adherence to beliefs and the implementation of ideals in a person. Ensuring the possibility of internal self-government removes the need for systematic external socio-cultural influences.

V. E. Triodin believes that a specially organized socio-cultural activity should be understood as the interaction of people regulated by socio-cultural institutions in the production, distribution, preservation of cultural values ​​that are significant for the state or civil society actors, during which it is directed in accordance with a given model , relations and connections between people, people themselves and the world around them are changing.

Socio-cultural activity is directly related to the economic basis, market relations of social interaction and relations to all types of property. Here the most general and important tendencies operate that determine the nature of the requirement for modern personality, its upbringing, self-education in industrial relations. Here there is a natural change of generations, preparation and development of productive forces. The law of upbringing at this level can be defined as a manifestation of stable trends - requirements that have a significant, determining influence on the nature and course of life processes.

The most effective socio-cultural activity affects the development of public consciousness, political, scientific, ethical, legal, aesthetic, religious beliefs of the individual. The basic patterns of principles and rules allow the theory, methodology and organization of socio-cultural activities to develop an objective-subjective influence, to substantiate the principles, rules and recommendations for the functioning of communication.