Biology
Social control. Public reaction to the behavior of a person or group Reaction to the behavior of a person or group

Social control. Public reaction to the behavior of a person or group Reaction to the behavior of a person or group

System social control is one of the elements of the personality socialization mechanism. We represented socialization as a process of mastering cultural norms and social roles. Socialization concerns primarily the individual and occurs under a certain control of society and others (they not only teach children, but also control the correctness of assimilation of behavior patterns). It is believed that social control is achieved by a combination of factors of predisposition to subjugation, coercion and adherence to social norms, rules of behavior, and values. It is also interpreted as the purposeful influence of society on the behavior of the individual, and ensures a normal relationship between social forces, expectations, demands and human nature, as a result of which a “healthy” social order arises, a normal way of social life is adhered to (the theories of E. Ross, P. parka). The problem of social control is essentially a component problem of the relationship between the individual and society, the citizen and the state. Figuratively speaking, social control performs the function of a policeman who monitors people's behavior and “fines” those who do not comply with the appropriate measures. If there were no social controls, people would be free to do whatever they want, in the way they want. Therefore, social control is the foundation of stability in society; its absence or weakening leads to unrest and social anomie (ignoring norms and rules).

Social control- this is a way of self-regulation social system, which ensures orderliness of interactions between people thanks to normative regulation. Its system includes all methods of reaction of both large social formations and a specific individual to various specific actions of a person or groups, all means of social pressure in order to normalize behavior and activity within certain social boundaries.

Considering social institutions, we see that they perform controlling, influential, regulatory functions and come down to a certain “social control” (examples can be given from Everyday life). It can be explained schematically as follows: each member of society is aware of how to behave in various situations in order to be understandable, to know what to expect both from him and what the reaction of groups will be. That is, the “organized course” of our social life can be ensured due to the fact that people’s behavior is mutually transmitted.

Each social group develops a system of means through which each person behaves in accordance with norms and patterns of behavior in various situations. In the process of social control, relationships are formed, which, however, are much more complex than “adjusting” individual qualities to certain social standards. Here it is necessary to take into account the fundamental features of the functioning of individual and social consciousness. The individual and society (social group) are interacting components of social control. This is a process of interaction between individuals and socialized (groups, classes), the scheme of which includes two types of actions: individual actions and social actions (group, collective). But this is still not enough. It is fundamentally important to take into account a kind of additional intermediate elements of this system, variables of a socio-psychological nature: self-esteem of the subject of action (both an individual and a social group), perception and assessment of the social situation (social perception) by both an individual and a social group.

Self-esteem and assessment of the situation are important socio-psychological indicators, the manifestation of which allows us to largely predict the content and direction of individual and social actions. In turn, self-esteem, assessment and perception of the social situation depend on the specifics of the social and individual rating scale. The mechanism of action of social control is shown schematically in Fig. 2.

The system of means of social control includes:

■ a system of measures, norms, rules, prohibitions, sanctions, laws, a system of suppression (including physical destruction);

■ a system of incentives, rewards, positive, friendly incentives, etc.

All this is called a system of “social control”. It represents a mechanism for maintaining public order and requires the presence of two main groups of elements - norms and sanctions.

Norms are guidelines, instructions: how to behave in society. These are, first of all, the duties of a person or group towards others, as well as expectations (desired behavior). They form a network of social relationships and interactions in a group and society. Social norms are also the “guardians” of order and values.

Sanctions are means of reward and punishment that encourage people to comply with norms.

The elements of the social control system can be called:

■ habit - as an established way of behavior of an individual in various situations where he does not have a negative reaction from the group;

■ custom or tradition - as an established way of behavior, where a group binds its moral assessments and the violation of which the group causes negative sanctions;

■ laws - as regulations adopted supreme body state power;

■ sanctions - as a system of measures, actions that regulate people’s behavior (they were discussed above). By law, society protects precious things: human life, state secrets, property, human rights and dignity.

Social norms perform very important functions in society, namely:

■ regulate the general course of socialization;

■ integrate people into groups, and groups into communities;

■ control deviations from normal behavior and activities;

■ serve as a model, a standard of behavior.

Sanctions- guardians of norms, they are “responsible” for people’s compliance with norms. Social sanctions are a fairly extensive system of, on the one hand, rewards and incentives for compliance with norms, that is, for conformity and agreement. On the other hand, there are penalties for deviations and non-compliance, that is, for deviance. Conformity, consistency and correctness of actions are the goal of social control. Thus, sanctions can be positive or negative. Another criterion for the division of social sanctions is the presence of consolidation of their actions in the regulatory framework. Therefore, they are divided into formal and informal. The same goes for social norms. Consequently, norms and sanctions are combined into a single whole. Based on this, norms and sanctions can be roughly reflected in the form of a logical square (Fig. 3).

Norms themselves do not directly control anything. People's behavior is controlled by other people on the basis of the same norms and on the basis of sanctioning circulars.

Formal control, as already noted, is based on condemnation or approval from official authorities or administration. It is global, it is carried out by people empowered - agents of formal control: employees law enforcement, administrative and other authorized persons.

Informal control is based on approval or condemnation from relatives, friends, colleagues, acquaintances, and public opinion. For example: the traditional local community still controls all aspects of the lives of its members to this day. Religion (strict observance of rituals and ceremonies associated with holidays and rituals) was also organically woven into a unified system of social control. There is a system of control and informal relations between members of a criminal gang or prison communities.

A special type of elements of social control is public opinion and self-control. Public opinion is a set of ideas, assessments, assumptions, judgments common sense which are shared by the majority of the population. It exists both in the production team and in a small settlement, in the social stratum.

Self-control is also called internal control, which manifests itself through consciousness and conscience, and is formed in the process of socialization. Scientists have found that more than 2/3 of social control is achieved through self-control. The more self-control the members of a society develop, the less that society has to apply external control. And vice versa. The less developed self-control a person has, the more this society has to use external factors-levers.

If all the elements of rules and norms (X) are arranged in a coordinate system in increasing order depending on the degree of punishment (Y), then their ordering will have the following form (Fig. 4).

Compliance with standards is regulated by society with to varying degrees rigor. Violations of legal laws and prohibitions are punished most of all (murder of a person, disclosure of state secrets, desecration of a shrine, etc.); and least of all - habits (elements of uncleanliness, bad manners, etc.).

Social control always has as its object undesirable behavior, the action is deviation (deviations from the norm). At all times, society has strived to overcome undesirable norms human behavior. The undesirable norm includes the behavior of thieves, geniuses, lazy people, and those who are too hardworking. Various deviations from the average norm, both in a positive and negative direction, threaten the stability of society, which is most valued at all times. Sociologists call behavior that is rejected from the norm deviant. It represents any action that does not comply with written or unwritten norms. So, any behavior that does not arouse the approval of public opinion is called deviant: “crime”, “drunkenness”, “suicide”. But this is in a broad sense. In a narrow sense, deviant behavior is considered to be a violation of informal norms established by customs, traditions, etiquette, manners, and the like. And all serious violations of formal norms, laws, the observance of which is guaranteed by the state, which means such violations are illegal, act as delinquent behavior. Therefore, the first type of behavior is relative (deviant), and the second is an absolute (delinquent) violation. Delinquency includes: theft, robbery, and other types of crime.

But, as mentioned above, manifestations of deviant behavior can be not only negative, but also positive.

If you carry out statistical calculations, it turns out that in civilized societies, under normal conditions, each of these groups accounts for about 10-15% of the total population. About 70% of the population are so-called “middle peasants” - people with minor deviations in behavior and activity.

More often deviant behavior observed in adolescents. The reason is, in particular, psychological characteristics age: desire thrills, the desire to satisfy curiosity, as well as insufficient ability to predict one’s actions, the desire to be independent. A teenager’s behavior often does not meet the requirements that society places on him, and at the same time he is not ready to fulfill certain social roles, provided that those around him expect him to. In turn, the teenager believes that he is not receiving from society what he has the right to expect. All these contradictions are the main source of deviation. About 1/3 of young people are somehow involved in some kind of illegal activity. The most common forms of deviation among young people are: alcoholism, prostitution, drug addiction, hooliganism, suicide.

Thus, at one pole is a group of people who display the most unflattering behavior (criminals, rebels, terrorists, traitors, vagabonds, cynics, vandals, etc.). At the other pole is a group of people with the most approved deviations (national heroes, outstanding figures in science, sports, culture, talents, successful civilized entrepreneurs, missionaries, philanthropists, etc.).

Introduction………………………………………………………………………………4

Forms social behavior person…………………………….5

Social order in society……………………………………………………7

Social systems……………………………………………………..10

Social action……………………………………………………..11

Conclusion……………………………………………………………..13

List of references………………………………………………………16

Introduction

The concept of “behavior” came to sociology from psychology. The meaning of the term “behavior” is different, different from the meaning of such traditional philosophical concepts as action and activity. If action is understood as a rationally justified act that has a clear goal, strategy, carried out with the involvement of specific conscious methods and means, then behavior is solely the reaction of a living being to external and internal changes. It is this reaction that can be both conscious and unconscious. Thus, purely emotional reactions - laughter, crying - will also be behavior.

Social behavior -϶ᴛᴏ a set of human behavioral processes associated with the satisfaction of physical and social needs and arising as a reaction to the surrounding social environment. The subject of social behavior can be an individual or a group. The minimum of innate instincts that a person possesses as a biological being is the same for all people. Behavioral differences depend on qualities acquired during the process of socialization and, to some extent, on innate and acquired psychological individual characteristics.

Social norm of behavior- this is behavior that completely conforms to status expectations. Thanks to the existence of status expectations, society can predict the actions of an individual in advance with sufficient probability, and the individual himself can coordinate this behavior with the ideal model or model accepted by society.

Forms of human social behavior

People behave differently in one or another social situation, in one or another social environment. For example, some demonstrators peacefully march along the declared route, others seek to organize unrest, and still others provoke mass clashes. These various actions of social interaction factors can be defined as social behavior. Consequently, social behavior is the form and method of manifestation by social factors of their preferences and attitudes, capabilities and abilities in social action or interaction. Therefore, social behavior can be considered as qualitative characteristics social action and interaction.

In sociology, social behavior is interpreted as: o behavior expressed in the totality of actions and actions of an individual or group in society and depending on socio-economic factors and prevailing norms; o external manifestation of activity, a form of transformation of activity into real actions in relation to socially significant objects; o a person’s adaptation to the social conditions of his existence.

To achieve life goals and in the implementation of individual tasks, a person can use two types of social behavior - natural and ritual, the differences between which are fundamental.

Natural behavior, individually significant and egocentric, is always aimed at achieving individual goals and is adequate to these goals. Therefore, the individual does not face the question of the goals and means of social behavior: the goal can and should be achieved by any means. The “natural” behavior of an individual is not socially regulated, therefore it is unconventionally immoral or “unceremonious.” Such social behavior is “natural”, natural in nature, since it is aimed at ensuring organic needs.

In society, “natural” egocentric behavior is “forbidden”, therefore it is always based on social conventions and mutual concessions on the part of all individuals.

Ritual behavior (“ceremonial”) is individually unnatural behavior; It is thanks to this behavior that society exists and reproduces. Ritual social behavior will be a means of ensuring the stability of the social system, and the individual who implements various forms of such behavior participates in ensuring the social stability of social structures and interactions. Thanks to ritual behavior, a person achieves social well-being, constantly being convinced of the inviolability of his social status and the preservation of the usual set of social roles.

Society is interested in ensuring that the social behavior of individuals is of a ritual nature, but society cannot abolish “natural” egocentric social behavior, which, being adequate in goals and unscrupulous in means, always turns out to be more beneficial for the individual than “ritual” behavior. Therefore, society strives to transform forms of “natural” social behavior into various forms of ritual social behavior, incl. through socialization mechanisms using social support, control and punishment.

Such forms of social behavior as:

cooperative behavior, which includes all forms of altruistic behavior - helping each other during natural disasters and technological disasters, helping young children and the elderly, helping subsequent generations through the transfer of knowledge and experience;
parental behavior - the behavior of parents towards their offspring.

Social sanction is the reaction of society or a social group to the behavior of an individual in a socially significant situation

Social sanctions play a key role in the system of social control, rewarding members of society for complying with social norms, or punishing for deviation from them.

Deviant behavior is behavior that does not meet the requirements of social norms.

SOCIAL BEHAVIOR

Such deviations can be positive and lead to positive consequences. But in most cases, deviant behavior is assessed negatively and often causes harm to society.

The criminal actions of an individual form delinquent (criminal) behavior.

Social status and roles

Status is a certain position of an individual in society, characterized by a set of rights and obligations.

Personal status is the position a person occupies in a small, or primary, group, depending on how his individual qualities are assessed in it.

Social status - general position an individual or social group in society associated with a certain set of rights and obligations.

May be:

- prescribed (nationality, place of birth, social origin)

- acquired (achieved) - profession, education, etc.

Prestige is society’s assessment of the social significance of a particular status, enshrined in culture and public opinion. Prestige criteria:

A) the real usefulness of the social functions that a person performs;

B) a value system characteristic of a given society.

Previous14151617181920212223242526272829Next

Social science

Textbook for 10th grade

§ 7.2. Social behavior and personality socialization

To denote human behavior in society, one of the founders of scientific sociology, M. Weber (1864-1920), introduced the concept of “social action”. M. Weber wrote: “Not all types of relationships between people are social in nature; Socially, only that action is oriented in its meaning to the behavior of others. A collision between two cyclists, for example, is nothing more than an incident similar to a natural phenomenon. However, an attempt by one of them to avoid this collision - the scolding, brawl or peaceful resolution of the conflict that follows the collision - is already a “social action”. In other words, we can say that social action, like social behavior, is manifested in purposeful activity in relation to other people. At the same time, social behavior often occurs under the influence of external conditions.

Social behavior of a person in society

Analyzing the types of social behavior, M. Weber established that they are based on patterns accepted in society. Such patterns include morals and customs.

Manners- such attitudes of behavior in society that develop within a certain circle of people under the influence of habits. These are a kind of socially prescribed stereotypes of behavior. In the process of personality formation, social mores are mastered through identifying oneself with other people. Following morals, a person is guided by the consideration that “everyone does this.” As a rule, morals are especially protected and revered mass patterns of action in society.

If mores have actually taken root over a long period of time, then they can be defined as customs. Custom consists in unswervingly following the instructions adopted from the past. Custom acts as a means of human socialization, transmission of social and cultural experience from generation to generation, performing the functions of maintaining and strengthening intra-group cohesion.

Manners and customs, being unwritten rules, nevertheless determine the conditions of social behavior.

The process of mastering the knowledge and skills and modes of behavior necessary for a person to become a member of society, act correctly and interact with his social environment is called socialization. It covers all the processes of cultural integration, communication and learning through which a person acquires a social nature and the ability to participate in social life. Some of these factors operate throughout life, creating and changing the individual's attitudes, for example mass media, others - at certain stages of life.

In social psychology, socialization is understood as a process of social learning that requires group approval. At the same time, a person develops the qualities necessary for effective functioning in society. Many social psychologists distinguish two main stages of socialization. The first stage is typical for early childhood. At this stage, external conditions for regulating social behavior predominate. The second stage of socialization is characterized by the replacement of external sanctions with internal control.

The expansion and deepening of an individual’s socialization occurs in three main areas: activity, communication and self-awareness. In the sphere of activity, both the expansion of its types and orientation in the system of each type of activity are carried out, i.e., the identification of the main thing in it, its comprehension, etc. In the sphere of communication, a person’s social circle is enriched, its content is deepened, and communication skills are developed . In the sphere of self-awareness, the formation of an image of one’s own “I” as an active subject of activity, comprehension of one’s social affiliation, social role, formation of self-esteem, etc.

Three terms with similar meanings are used: destructive behavior, deviant or deviant.

This behavior is usually explained by a combination of the results of improper personality development and the unfavorable situation in which the person finds himself.

At the same time, it is largely determined by shortcomings in upbringing, leading to the formation of relatively stable psychological properties that contribute to the development of deviations.

Deviant behavior can be normative, that is, it can be situational in nature and not go beyond serious violations of legal or moral norms.

Dangerous behavior is behavior that not only goes beyond the limits of acceptable individual variations, but also delays the development of personality or makes it extremely one-sided, complicating interpersonal relationships, although outwardly it does not contradict legal, moral, ethical and cultural norms.

Ts. P. Korolenko and T. A. Donskikh identified seven variants of deviant behavior: addictive, antisocial, suicidal, conformist, narcissistic, fanatical, autistic.

Many variants of deviations are based on character accentuations.

Demonstrativeness with excessive development leads to narcissistic behavior; stuck – to fanatical; hyperthymia combined with excitability - antisocial, etc.

Any deviation in its development goes through a number of stages.

Social behavior

Addictive behavior is one of the most common deviations.

Its development is facilitated by both objective (social) and subjective (phenomenological) factors of victimization. However, the onset of deviation often occurs during childhood.

A person's ability to overcome obstacles and cope with periods of psychological decline serves as a guarantee of preventing the development of deviant behavior.

The essence of addictive behavior is a person’s desire to escape from reality, changing his mental state by taking certain substances (alcohol, drugs) or constantly fixating attention on certain objects or activities, which is accompanied by the development of intense positive emotions.

Most often, the process of developing addiction begins when a person experiences a feeling of extraordinary excitement associated with certain actions.

Consciousness records this connection.

A person realizes that there is a certain behavior or remedy that improves mental state relatively easily.

The second stage of addictive behavior is characterized by the appearance of an addictive rhythm, when a certain sequence of resorting to addiction is developed.

At the third stage, addiction becomes a common way of responding to an unfavorable situation.

At the fourth stage, the complete dominance of addictive behavior occurs, regardless of the well-being or unfavorability of the situation.

The fifth stage is a disaster. The psychological state of a person is extremely unfavorable, since the addictive behavior itself no longer brings the same satisfaction.

A person is a subject of socialization, its object, but he can also be a victim of socialization.

Initially, the concept of victimization was used within legal psychology to designate the various processes that cause a person to become a victim of circumstances or the violence of other people.

The concept of social pedagogical victimology was introduced in connection with the problems of studying unfavorable circumstances of human socialization.

A. V. Mudrik defines social-pedagogical victimology as a branch of knowledge that is an integral part of social pedagogy that studies various categories of people - real and potential victims unfavorable conditions socialization.

Victimogenicity is the presence of conditions that contribute to the process of turning a person into a victim of socialization; the process itself and the result of such transformation is victimization.

Among the conditions that contribute to human victimization, one can distinguish social and phenomenological conditions (factors).

Social factors of victimization are associated with external influences, phenomenological conditions - with those internal changes in a person that occur under the influence of unfavorable factors of upbringing and socialization.

An important social factor is the influence of the characteristics of social control in the society in which a person lives.

Low standard of living, unemployment, pollution environment, weak social support from the state - all these are factors in the victimization of the population.

Scientists demographers identify three predominant factors of victimization in modern life: increased widespread environmental pollution, decreased adaptation of people due to rapidly changing living conditions, significant psychological stress.

Disasters are a special factor in the victimization of the population, since they lead to disruption of the normal socialization of very large groups of the population.

Specific victimogenic factors are caused by instability of social, economic and political life society and state.

Japanese scientist S. Murayama notes the sharp coarsening of children, their insensitivity towards other people.

Not all children can adapt to society without making excessive efforts, which can lead to emotional disturbances, aggression and antisocial behavior.

Antisocial behavior manifests itself in the infringement or disregard of the rights of other people, the predominance of hedonistic motivation, whims, demonstrative behavior, and lack of a sense of responsibility and duty.

Factors of human victimization include all factors of socialization: microfactors - family, peer groups and subculture, microsociety, religious organizations; mesofactors – ethnocultural conditions, regional conditions, mass media; macro factors - space, planet, world, country, society, state (classification by A. V. Mudrik).

The overwhelming majority of deviations in social behavior are caused by a complex interaction of many factors.

Fundamentals of the theory of social behavior

Previous12345678Next

The place of behavior theory in sociology

The idea is that it is necessary to study not consciousness, but behavior. Consciousness is subjective and cannot be generalized; a person can lie and in principle does not know himself. It is believed that the methods of sociology do not differ from the methods of the natural sciences, for example, physics. Although their objects - society and social behavior are different from the objects physical world, but their behavior is subject to general laws.

Chapter 28. Social behavior

The task of sociology is similar to the task of physics - the search for general laws of social behavior. For behavioral theorists, as for physicists, the deductive-nomological model of explanation is of utmost importance.

Theoretical sources of the sociology of behavior

· Philosophy of empiricism by F. Bacon

· Social philosophy of T. Hobbes (application of the “geometric” method to the study of behavior and promotion of the “stimulus-response” scheme)

· Moral philosophy of D. Hume and A. Smith, which substantiates the instrumental role of reason in behavior.

20th century behaviorism

· The philosophy of positivism and American pragmatism

· Russian school of physiology

Types of learning and hypotheses of behavioral-theoretical sociology

Classical conditioning

Classical learning is based on the fact that a neutral stimulus is combined with an unconditioned one, causes a certain reaction and acquires the character of a conditioned stimulus. The model of classical conditional learning was studied by Russian academician I. P. Pavlov (1849-1936), is generally accepted, and does not cause controversy. However, this model does not explain the process of behavioral selection.

Instrumental (operand) conditioning

American sociologist E. Thorndike (1874-1949) discovered the role of random reactions in the formation of behavior. Random reactions that were encouraged by the environment (such encouragement is usually called an amplifier or operand) were consolidated in behavior and became part of social experience according to the law of “trial and error.” The central idea of Thorndike is the “law of success” - the dependence of the strengthening of a reaction on its subsequent reward or punishment. Thorndike's ideas and works form the basis of behaviorism as general science about behavior.

The model explains the emergence of new patterns of behavior through a combination of random reactions, their reward or punishment from the environment. Since only certain patterns of behavior are reinforced, instrumental learning means selection of behavior.

Model learning (or imitation learning)

Model learning (imitation) consists of observing and imitating the behavior of another, especially his complex shapes. In other words, for the formation of human behavior has a large practical significance specific the world a person, which he assimilates along with the behavioral complexes actually practiced in him. Model learning theory has great importance for socialization research.

Cognitive learning

The theory of cognitive learning dates back to the work and experiments of the Swiss psychologist J. Piaget (1896-180). Piaget developed a model of the “balance walk” of the active individual, with his “internal conditions” and external environmental influences, which the individual absorbs like a sponge, moving from one stage of behavioral development to another. The transition from one stage of a child’s development to another is carried out thanks to the indicated “balance walk”, the essence of which consists of four principles:

1. qualitative differences between stages. The potential of one stage of development has not yet been exhausted. There is no transition to another stage.

2. Invariance of the sequence of stages, that is, one cannot skip or skip any stage of development.

3. Structural integrity of the stages, i.e. each of them represents fundamental organization thinking, important for all aspects of an individual’s relationship to the environment.

4. Hierarchical integration. Social experience acquired at previous stages is included in the structure of subsequent stages.

Based on these principles of cognitive learning, Piaget created the well-known theory of the 4 stages of development logical thinking child (sensorimotor, preoperational, stage of concrete operation, stage of formal operation).

The significance of Piaget's principles of cognitive thinking goes far beyond the study of the development of logical thinking. They have found application in studying the ability to learn roles, moral development(Kohlberg), social understanding, religious consciousness, sexual socialization - that is, in a wide range of studies of problems of social behavior.

General hypotheses of theoretical-behavioral sociology

Theoretical behavioral sociology strives to formulate its results in the form of universal laws of behavior, which are traditionally called “hypotheses.” An example of an ordered system of such laws is the theoretical generalization of the results of behavioral sociology undertaken by the West German sociologist K.-D. Opp (1972).

Success hypothesis.

The more often a behavior is rewarded, the more likely it is to be repeated.

Irritation hypothesis

If a behavior accompanied by a particular stimulus or several stimuli was rewarded in the past, then a person will choose this behavior the more likely the more similar the current stimuli are to past stimuli. “Stimuli” are the conditions of the situation (the circumstances in which a person acts)

Value Hypothesis

Reflects the fact that the choice of behavior options is influenced by different reward values.

The more valuable a reward is, the more likely a person is to choose the behavior that results in that reward. The hypothesis is true if the probability of receiving all incentives is the same.

The need and satiation hypothesis

The more often a person has received a particular reward in the recent past, the less value the same additional reward has for him. It is important to emphasize that we are talking about the recent past.

Frustration and Aggression Hypothesis

If a person’s action is not accompanied by the expected reward or is accompanied by an unexpected punishment, then the person enters a state of frustration, in which his aggressiveness finds outlet.

Homans emphasizes that in all hypotheses we are not talking about innate, but about learned behavior.

The five hypotheses do not exhaust the theory of behavior, but together they form the minimum set necessary to explain human social behavior.

Criticism of behaviorism

A prominent representative of behaviorism, the American sociologist B. Skinner, in his book “What is Behaviorism,” collected “common judgments about behaviorism, which, according to him, are false. Skinner compiled a catalog of negative statements about behaviorism, which he disputes in his book. Behaviorism, according to its critics, has the following features:

1. ignores the presence of categories of consciousness, sensory states and mental experiences;

2. based on the argument that all behavior is acquired during individual history, it neglects the innate abilities of man;

3. human behavior is simply understood as a set of responses to certain stimuli, thus the individual is described as an automaton, robot, puppet, machine;

4. does not attempt to take into account cognitive processes;

5. no space is given to study a person’s intentions or goals;

6. cannot explain creative achievements in fine arts, music, literature or exact sciences;

7. no place is given to the individual core of the personality or his well-being;

8. he is necessarily superficial and unable to address the deeper layers of the soul or individuality;

9. limited to the forecast and control of human behavior, and on this basis does not concern the essence of a person;

10. works with animals, especially white rats, rather than with humans, so his picture of human behavior is limited to those traits that humans share with animals;

11. Results obtained in laboratory conditions are not applicable to everyday life. What is said about human behavior is therefore only unfounded metaphysics;

12. naive and overly simplified. What is presented as actual facts is either trivial or already known;

13. looks more scientific than scientific, and rather imitates the natural sciences;

14. him technical results(successes) are also achievable through the use of a healthy human mind;

15. If the claims of behaviorism are to be valid, then they must also apply to behaviorist-oriented researchers. It follows that what they say is incorrect, since their statements are conditioned only by their ability to make such statements.

16. “dehumanizes” a person, he relativizes everything and destroys a person as a person;

17. is only engaged in general principles, neglecting the uniqueness of each individual;

18. is necessarily anti-democratic, since the subjects are manipulated by the researcher, so his results could be used by a dictator rather than by well-meaning government officials;

19. regards abstract ideas, such as morality or justice, as purely fictional;

20. Indifferent to warmth and diversity human life, is incompatible with creative joy in the visual arts, music and literature, as well as with true love for one's neighbor.

These statements, Skinner believes, represent a striking misunderstanding of the meaning and achievements of this scientific paradigm.

Previous12345678Next

Human behavior in society is a complex concept that reflects the interaction of a particular person with other people. This concept reflects a person’s reaction to events, situations and the behavior of other people. Any type of human behavior is based on a person’s needs to communicate with society, interact with people in order to achieve their goals.

Psychologists divide human behavior in society into 3 types: aggressive, passive, and assertive. At the same time, a person can change the type of behavior if he wants to change. Most often, a person has one type of behavior that predominates, which helps him get through difficulties and resolve conflicts. Let's look at each type of human behavior.

Aggressive behavior

Aggression is behavior in which a person chooses methods to achieve results that violate the rights of other people. An aggressive person imposes his beliefs and does not take into account the interests of others. Aggressive behavior requires great emotional effort and energy.

This behavior is typical of people who like to take control of everything. Relationships with other people are built on negativity. Typically, people with aggressive behavior are insecure and weak-willed individuals whose goal is to humiliate other people in order to become better and more confident against their background.

Passive behavior

Passivity is behavior in which a person sacrifices his interests and allows others to violate their rights. A passive person does not publicly express his thoughts, emotions, and beliefs. He constantly apologizes, makes excuses, speaks quietly and uncertainly. They put other people's interests above their own beliefs.

Most often, passive people accept the role of the Victim and feel helpless and weak. Passive behavior, like aggressive behavior, is a sign of self-doubt. But, unlike aggressive behavior, a passive person does not take responsibility for his actions. He gives the right to other people to make decisions for him, even if he is absolutely sure that this decision will cause harm.

Passive behavior is based on fear of life's difficulties, fear of making decisions, fear of standing out from the crowd and fear of responsibility.

The goal of passive behavior is to prevent any conflict at the stage of its occurrence, as well as to make one’s life easier by shifting responsibility to others.

Assertive behavior

Assertiveness is the expression of your thoughts and emotions directly and confidently.

Fundamentals of sociology and political science: textbook

Assertiveness is a behavior characteristic of self-confident people. This is the “golden” mean between aggressive and passive behavior.

An assertive person is able to defend his rights and solve life’s difficulties, without entering into conflict. He knows what he needs and speaks about it openly; he can easily refuse another person in a situation where it is necessary. An assertive person respects himself and the opinions of other people, but at the same time he does not depend on the opinions of others.

The concept of “behavior” came to sociology from psychology. The meaning of the term “behavior” is different, different from the meaning of such traditional philosophical concepts as action and activity. If action is understood as a rationally justified act that has a clear goal, strategy, and is carried out using specific conscious methods and means, then behavior is just the reaction of a living being to external and internal changes. Such a reaction can be both conscious and unconscious. Thus, purely emotional reactions - laughter, crying - are also behavior.

Social behavior - is a set of human behavioral processes associated with the satisfaction of physical and social needs and arising as a reaction to the surrounding social environment. The subject of social behavior can be an individual or a group.

If we abstract from purely psychological factors and think at the social level, then the behavior of an individual is determined primarily by socialization. The minimum of innate instincts that a person possesses as a biological being is the same for all people. Behavioral differences depend on qualities acquired during the process of socialization and, to some extent, on congenital and acquired psychological individual characteristics.

In addition, the social behavior of individuals is regulated by the social structure, in particular the role structure of society.

Social norm of behavior- this is behavior that fully corresponds to status expectations. Thanks to the existence of status expectations, society can predict the actions of an individual in advance with sufficient probability, and the individual himself can coordinate his behavior with the ideal model or model accepted by society. Social behavior that corresponds to status expectations is defined by the American sociologist R. Linton as social role. This interpretation of social behavior is closest to functionalism, since it explains behavior as a phenomenon determined by social structure. R. Merton introduced the category of “role complex” - a system of role expectations determined by a given status, as well as the concept of role conflict that arises when the role expectations of the statuses occupied by a subject are incompatible and cannot be realized in any single socially acceptable behavior.

The functionalist understanding of social behavior was subjected to fierce criticism from, first of all, representatives of social behaviorism, who believed that it was necessary to build the study of behavioral processes on the basis of the achievements of modern psychology. The extent to which psychological aspects were really overlooked by the role interpretation of the command follows from the fact that N. Cameron tried to substantiate the idea of role determination of mental disorders, believing that mental illness- this is the incorrect fulfillment of one’s social roles and the result of the patient’s inability to fulfill them as society needs. Behaviorists argued that in the time of E. Durkheim, the successes of psychology were insignificant and therefore the functionality of the expiring paradigm met the requirements of the time, but in the 20th century, when psychology reached a high level of development, its data cannot be ignored when considering human behavior.

Forms of human social behavior

People behave differently in one or another social situation, in one or another social environment. For example, some demonstrators peacefully march along the declared route, others seek to organize unrest, and others provoke mass clashes. These various actions of social interaction actors can be defined as social behavior. Hence, social behavior is the form and method of manifestation by social actors of their preferences and attitudes, capabilities and abilities in social action or interaction. Therefore, social behavior can be considered as a qualitative characteristic of social action and interaction.

To achieve life goals and in the implementation of individual tasks, a person can use two types of social behavior - natural and ritual, the differences between which are fundamental.

"Natural" behavior, individually significant and egocentric, is always aimed at achieving individual goals and is adequate to these goals. Therefore, the individual does not face the question of the correspondence between the goals and means of social behavior: the goal can and should be achieved by any means. The “natural” behavior of an individual is not socially regulated, therefore it is, as a rule, immoral or “unceremonious.” Such social behavior is “natural”, natural in nature, since it is aimed at ensuring organic needs. In society, “natural” egocentric behavior is “forbidden”, therefore it is always based on social conventions and mutual concessions on the part of all individuals.

Ritual behavior(“ceremonious”) - individually unnatural behavior; It is thanks to this behavior that society exists and reproduces. Ritual in all its diversity of forms - from etiquette to ceremony - permeates all social life so deeply that people do not notice that they live in a field of ritual interactions. Ritual social behavior is a means of ensuring the stability of the social system, and an individual who implements various forms of such behavior participates in ensuring the social stability of social structures and interactions. Thanks to ritual behavior, a person achieves social well-being, constantly being convinced of the inviolability of his social status and the preservation of the usual set of social roles.

Society is interested in ensuring that the social behavior of individuals is of a ritual nature, but society cannot abolish “natural” egocentric social behavior, which, being adequate in goals and unscrupulous in means, always turns out to be more beneficial for the individual than “ritual” behavior. Therefore, society strives to transform forms of “natural” social behavior into various forms of ritual social behavior, including through socialization mechanisms using social support, control and punishment.

Such forms of social behavior as:

cooperative behavior, which includes all forms of altruistic behavior - helping each other during natural disasters and technological disasters, helping young children and the elderly, helping subsequent generations through the transfer of knowledge and experience;
parental behavior - the behavior of parents towards their offspring.

Aggressive behavior is presented in all its manifestations, both group and individual - ranging from verbal insults of another person to mass extermination during wars.

Human Behavior Concepts

Human behavior is studied in many areas of psychology - in behaviorism, psychoanalysis, cognitive psychology, etc. The term “behavior” is one of the key ones in existential philosophy and is used in the study of a person’s relationship to the world. The methodological capabilities of this concept are due to the fact that it allows us to identify unconscious stable structures of personality or human existence in the world. Among the psychological concepts of human behavior that have had a great influence on sociology and social psychology, we should mention, first of all, the psychoanalytic directions developed by 3. Freud, C. G. Jung, A. Adler.

Freud's ideas are based on the fact that an individual’s behavior is formed as a result of a complex interaction between the levels of his personality. Freud identifies three such levels: lowest level form unconscious impulses and drives determined by innate biological needs and complexes formed under the influence of the individual history of the subject. Freud calls this level the Id (Id) to show its separation from the individual’s conscious self, which forms the second level of his psyche. The conscious self includes rational goal setting and responsibility for one's actions. The highest level is the super-ego - what we would call the result of socialization. This is a set of social norms and values internalized by the individual, exerting internal pressure on him in order to displace from the consciousness unwanted (forbidden) impulses and drives for society and prevent them from being realized. According to Freud, the personality of any person is an ongoing struggle between the id and the super-ego, which undermines the psyche and leads to neuroses. Individual behavior is entirely conditioned by this struggle and is completely explained by it, since it is merely a symbolic reflection of it. Such symbols can be dream images, slips of the tongue, slips of the tongue, obsessive states and fears.

Concept of C. G. Jung expands and modifies Freud's teachings, including in the sphere of the unconscious not only individual complexes and drives, but also the collective unconscious - the level of key images - archetypes - common to all people and nations. Archetypes record archaic fears and value concepts, the interaction of which determines the behavior and attitude of an individual. Archetypal images appear in basic narratives - folk tales and legends, mythology, epic - historically specific societies. The social regulatory role of such narratives in traditional societies is very great. They contain ideal models of behavior that form role expectations. For example, a male warrior should behave like Achilles or Hector, a wife like Penelope, etc. Regular recitations (ritual reenactments) of archetytic narratives constantly remind members of society of these ideal models of behavior.

Adler's psychoanalytic concept is based on an unconscious will to power, which, in his opinion, is an innate personality structure and determines behavior. It is especially strong among those who, for one reason or another, suffer from an inferiority complex. In an effort to compensate for their inferiority, they are able to achieve great success.

Further splitting of the psychoanalytic direction led to the emergence of many schools, disciplinary terms occupying a borderline position between psychology, social philosophy, and sociology. Let us dwell in detail on the work of E. Fromm.

Fromm's positions - a representative of neo-Freudianism in and - more precisely, can be defined as Freilo-Marxism, since, along with the influence of Freud, he was no less strongly influenced by the social philosophy of Marx. The uniqueness of neo-Freudianism in comparison with orthodox Freudianism is due to the fact that, strictly speaking, neo-Freudianism is rather sociology, while Freud, of course, is a pure psychologist. If Freud explains the behavior of an individual by complexes and impulses hidden in the individual unconscious, in short, by internal biopsychic factors, then for Fromm and Freilo-Marxism in general, the behavior of an individual is determined by the environment. social environment. This is his similarity with Marx, who explained the social behavior of individuals ultimately by their class origin. Nevertheless, Fromm strives to find a place for the psychological in social processes. According to the Freudian tradition, turning to the unconscious, he introduces the term “social unconscious,” meaning mental experience that is common to all members of a given society, but for most of them does not reach the level of consciousness, because it is repressed by a special mechanism that is social in nature, belonging not to the individual, but to society. Thanks to this mechanism of repression, society maintains a stable existence. The mechanism of social repression includes language, the logic of everyday thinking, a system of social prohibitions and taboos. The structures of language and thinking are formed under the influence of society and act as a weapon of social pressure on the individual’s psyche. For example, coarse, anti-aesthetic, ridiculous abbreviations and abbreviations of “Newspeak” from Orwell’s dystopia actively distort the consciousness of the people who use them. To one degree or another, the monstrous logic of formulas like: “The dictatorship of the proletariat is the most democratic form of power” became the property of everyone in Soviet society.

The main component of the mechanism of social repression is social taboos, which act like Freudian censorship. That in the social experience of individuals that threatens the preservation of the existing society, if realized, is not allowed into consciousness with the help of a “social filter.” Society manipulates the consciousness of its members by introducing ideological clichés, which, due to frequent use, become inaccessible to critical analysis, withholding certain information, exerting direct pressure and causing fear of social isolation. Therefore, everything that contradicts socially approved ideological clichés is excluded from consciousness.

These kinds of taboos, ideologemes, logical and linguistic experiments form, according to Fromm, the “social character” of a person. People belonging to the same society, against their will, are, as it were, marked with the seal of a “common incubator”. For example, we unmistakably recognize foreigners on the street, even if we do not hear their speech, by their behavior, appearance, attitude towards each other; These are people from another society, and when they find themselves in a mass environment that is alien to them, they stand out sharply from it due to their similarities with each other. Social character - This is a style of behavior brought up by society and unconscious by the individual - from social to everyday. For example, Soviet and former Soviet people are distinguished by collectivism and responsiveness, social passivity and undemandingness, submission to power, personified in the person of the “leader,” a developed fear of being different from everyone else, and gullibility.

Fromm directed his criticism against modern capitalist society, although he also paid a lot of attention to describing the social character generated by totalitarian societies. Like Freud, he developed a program for restoring individuals' undistorted social behavior through awareness of what had been repressed. “By transforming the unconscious into consciousness, we thereby transform the simple concept of the universality of man into the vital reality of such universality. This is nothing more than the practical implementation of humanism.” The process of derepression - the liberation of socially oppressed consciousness - consists in eliminating the fear of awareness of the forbidden, developing the ability to critical thinking, humanization of social life in general.

A different interpretation is offered by behaviorism (B. Skinner, J. Homans), which considers behavior as a system of reactions to various stimuli.

Skinner's concept is essentially biologizing, since it completely eliminates the differences between the behavior of humans and animals. Skinner distinguishes three types of behavior: unconditioned reflex, conditioned reflex and operant. The first two types of reactions are caused by exposure to appropriate stimuli, and operant reactions are a form of adaptation of the organism to the environment. They are active and voluntary. The body, as if by trial and error, finds the most acceptable method of adaptation, and if successful, the find is consolidated in the form of a stable reaction. Thus, the main factor in the formation of behavior is reinforcement, and learning turns into “guidance to the desired reaction.”

In Skinner's concept, a person appears as a creature whose entire inner life comes down to reactions to external circumstances. Changes in reinforcement mechanically cause changes in behavior. Thinking, the highest mental functions of man, all culture, morality, art turn into complex system reinforcers designed to elicit specific behavioral responses. This leads to the conclusion that it is possible to manipulate people’s behavior through a carefully developed “technology of behavior.” With this term, Skinner refers to the purposeful manipulative control of some groups of people over others, associated with the establishment of an optimal reinforcement regime for certain social goals.

The ideas of behaviorism in sociology were developed by J. and J. Baldwin, J. Homans.

Concept by J. IJ. Baldwin is based on the concept of reinforcement, borrowed from psychological behaviorism. Reinforcement in the social sense is a reward whose value is determined by subjective needs. For example, for a hungry person, food acts as a reinforcer, but if the person is full, it is not a reinforcer.

The effectiveness of reward depends on the degree of deprivation in a given individual. Subdeprivation is understood as the deprivation of something for which an individual feels a constant need. To the extent that a subject is deprived in any respect, his behavior depends on this reinforcement. So-called generalized reinforcers (for example, money), which act on all individuals without exception, do not depend on deprivation due to the fact that they concentrate access to many types of reinforcers at once.

Reinforcers are divided into positive and negative. Positive reinforcers are anything that is perceived by the subject as a reward. For example, if a particular encounter with the environment brings a reward, it is likely that the subject will strive to repeat this experience. Negative reinforcers are factors that determine behavior through the refusal of some experience. For example, if a subject denies himself some pleasure and saves money on it, and subsequently benefits from this saving, then this experience can serve as a negative reinforcer and the subject will always act that way.

The effect of punishment is the opposite of reinforcement. Punishment is an experience that causes a desire not to repeat it again. Punishment can also be positive or negative, but here everything is reversed compared to reinforcement. Positive punishment is punishment using a suppressive stimulus, such as hitting. Negative punishment influences behavior through the deprivation of something valuable. For example, depriving a child of sweets at lunch is a typical negative punishment.

The formation of operant reactions is probabilistic in nature. Unambiguity is characteristic of reactions at the simplest level, for example, a child cries, demanding the attention of his parents, because parents always come to him in such cases. Adult reactions are much more complex. For example, a person selling newspapers in train cars does not find a buyer in every car, but he knows from experience that a buyer will eventually be found, and this makes him persistently walk from car to car. In the last decade, the receipt of wages at some Russian enterprises has assumed the same probabilistic nature, but nevertheless, people continue to go to work, hoping to receive it.

Homans' behaviorist concept of exchange appeared in the middle of the 20th century. Arguing with representatives of many areas of sociology, Homans argued that a sociological explanation of behavior must necessarily be based on a psychological approach. At the heart of interpretation historical facts There must also be a psychological approach. Homans motivates this by the fact that behavior is always individual, while sociology operates with categories applicable to groups and societies, therefore the study of behavior is the prerogative of psychology, and sociology in this matter should follow it.

According to Homans, when studying behavioral reactions, one should abstract from the nature of the factors that caused these reactions: they are caused by the influence of the surrounding physical environment or other people. Social behavior is simply the exchange of activities of some social value between people. Homans believes that social behavior can be interpreted using Skinner's behavioral paradigm, if supplemented with the idea of the mutual nature of stimulation in relationships between people. The relationships between individuals always represent a mutually beneficial exchange of activities, services, in short, this is the mutual use of reinforcements.

Homans briefly formulated the exchange theory in several postulates:

postulate of success - those actions that most often meet social approval are most likely to be reproduced;
incentive postulate - similar incentives associated with reward are likely to cause similar behavior;
postulate of value - the probability of reproducing an action depends on how valuable the result of this action seems to a person;
postulate of deprivation - the more regularly a person’s action is rewarded, the less he values subsequent rewards;
the double postulate of aggression-approval - the absence of an expected reward or unexpected punishment makes it likely aggressive behavior, and unexpected reward or the absence of expected punishment leads to an increase in the value of the rewarded action and makes it more likely to be reproduced.

The most important concepts of exchange theory are:

the cost of behavior is what this or that action costs an individual - the negative consequences caused by past actions. In everyday terms, this is retribution for the past;
benefit - occurs when the quality and size of the reward exceed the price that the action costs.

Thus, exchange theory portrays human social behavior as a rational search for gain. This concept seems simplistic, and it is not surprising that it has attracted criticism from a variety of sociological directions. For example, Parsons, who defended the fundamental difference between the mechanisms of behavior of humans and animals, criticized Homans for the inability of his theory to provide an explanation of social facts on the basis of psychological mechanisms.

In his exchange theory I. Blau attempted a unique synthesis of social behaviorism and sociologism. Realizing the limitations of a purely behaviorist interpretation of social behavior, he set the goal of moving from the level of psychology to explaining on this basis the existence of social structures as a special reality that is not reducible to psychology. Blau's concept is an enriched theory of exchange, which identifies four successive stages of transition from individual exchange to social structures: 1) the stage of interpersonal exchange; 2) level of power-status differentiation; 3) stage of legitimation and organization; 4) stage of opposition and change.

Blau shows that starting from the level of interpersonal exchange, exchange may not always be equal. In cases where individuals cannot offer each other sufficient rewards, formed between them social connections tend to decay. In such situations, attempts arise to strengthen disintegrating ties in other ways - through coercion, through the search for another source of reward, through subordinating oneself to the exchange partner in the order of generalized credit. The last path means a transition to the stage of status differentiation, when a group of people capable of providing the required reward becomes more privileged in terms of status than other groups. Subsequently, the situation is legitimized and consolidated and opposition groups are identified. By analyzing complex social structures, Blau goes far beyond the behavioral paradigm. He argues that the complex structures of society are organized around social values and norms, which serve as a kind of mediating link between individuals in the process of social exchange. Thanks to this link, it is possible to exchange rewards not only between individuals, but also between an individual and a group. For example, in examining the phenomenon of organized philanthropy, Blau defines what distinguishes philanthropy as social institution from the simple help of a rich individual to a poorer one. The difference is that organized charity is socially oriented behavior, which is based on the desire of a wealthy individual to conform to the norms of the wealthy class and share social values; through norms and values, an exchange relationship is established between the sacrificing individual and the social group to which he belongs.

Blau identifies four categories of social values on the basis of which exchange is possible:

particularistic values that unite individuals based on interpersonal relationships;
universalist values, which act as a yardstick for assessing individual merits;
legitimate authority is a value system that provides power and privileges to a certain category of people compared to all others:
oppositional values - ideas about necessity social change, allowing the opposition to exist at the level of social facts, and not just at the level of interpersonal relations of individual oppositionists.

It can be said that Blau's exchange theory is a compromise option that combines elements of Homans' theory and sociology in the interpretation of reward exchange.

J. Mead's role concept is a symbolic interactionist approach to the study of social behavior. Its name is reminiscent of the functionalist approach: it is also called role-playing. Mead views role behavior as the activity of individuals interacting with each other in freely accepted and played roles. According to Mead, the role interaction of individuals requires them to be able to put themselves in the place of another, to evaluate themselves from the position of another.

Synthesis of exchange theory with symbolic interactionism P. Zingelman also tried to implement it. Symbolic interactionism has a number of intersections with social behaviorism and exchange theories. Both of these concepts emphasize the active interaction of individuals and view their subject matter from a microsociological perspective. According to Singelman, interpersonal exchange relationships require the ability to put oneself in the position of another in order to better understand his needs and desires. Therefore, he believes that there are grounds for merging both directions into one. However, social behaviorists were critical of the emergence of the new theory.

Social control - a mechanism for regulating relations between the individual and society in order to strengthen order and stability in society.

Social control includes two main elements: social norms and sanctions.

Sanction (from lat. sanctio- unbreakable decree) - any reaction to the behavior of a person or group by others.

Types of sanctions
Formal	Informal
Negative
Punishment for breaking the law or violating administrative order; fines, imprisonment, correctional labor, etc.	Condemnation of a person for an action by society: offensive tone, scolding or reprimand, demonstrative ignoring of a person, etc.
Positive
Encouragement of a person’s activity or behavior from the outside official organizations: awards, certificates of professional, academic success, etc.	Gratitude and approval of unofficial persons (friends, acquaintances, colleagues): praise, approving smile, etc.

Forms of social control

In the process of socialization, norms are internalized so firmly that when people violate them, they experience a feeling of awkwardness → a feeling of guilt → pangs of conscience. Conscience - manifestation of internal control.

In traditional society, social control was based on unwritten rules; in modern society, it is based on written norms: instructions, decrees, regulations, laws. Social control has acquired institutional support in the form of the court, education, army, production, media, political parties, government.

In the Russian Federation, special bodies have been created to implement social control: Prosecutor's Office of the Russian Federation, Accounts Chamber of the Russian Federation, federal Service security, various financial control bodies etc. Control functions are also provided deputies of various levels. Besides government agencies control, various public organizations , for example, in the field of consumer protection, in monitoring labor relations, environmental conditions, etc.

Detailed (minor) control, in which the manager intervenes in every action, corrects, pulls back, etc., is called supervision.

The more self-control the members of a society develop, the less that society has to resort to external control. Conversely, the less self-control people have, the more often institutions of social control come into play. The weaker the self-control, the stricter the external control should be.

Methods of social control

1) Insulation- establishing impassable barriers between a deviant (i.e. a person who violates social norms) and the rest of society without any attempts to correct or re-educate him.

2) Separation- limiting the deviant’s contacts with other people, but not completely isolating him from society; This approach allows for the correction of deviants and their return to society when they are ready not to violate generally accepted norms.

3) Rehabilitation- a process during which deviants can prepare to return to normal life and the correct fulfillment of their social roles in society.

Expand

QUESTIONS:

1. Establish a correspondence between positive sanctions and examples illustrating them: for each position given in the first column, select the corresponding position in the second column.

I study biology and chemistry at Five Plus in Gulnur Gataulovna’s group. I am delighted, the teacher knows how to interest the subject and find an approach to the student. Adequately explains the essence of his requirements and gives homework that is realistic in scope (and not, as most teachers do in the Unified State Examination year, ten paragraphs at home, and one in class). . We study strictly for the Unified State Exam and this is very valuable! Gulnur Gataullovna is sincerely interested in the subjects that she teaches and always gives the necessary, timely and relevant information. Highly recommend!

Camilla

I am preparing for mathematics (with Daniil Leonidovich) and Russian language (with Zarema Kurbanovna) at Five Plus. Very pleased! The quality of classes is at a high level; the school now gets only A's and B's in these subjects. I wrote the test exams as a 5, I’m sure I’ll pass the OGE with flying colors. Thank you!

Airat

I was preparing for the Unified State Exam in history and social studies with Vitaly Sergeevich. He is an extremely responsible teacher in relation to his work. Punctual, polite, pleasant to talk to. It is clear that the man lives for his work. He is well versed in teenage psychology and has a clear training method. Thank you "Five Plus" for your work!

Leysan

I passed the Unified State Exam in Russian with 92 points, mathematics with 83, social studies with 85, I think this is an excellent result, I entered the university on a budget! Thank you "Five Plus"! Your teachers are true professionals, with them high results are guaranteed, I am very glad that I turned to you!

Dmitriy

David Borisovich is a wonderful teacher! In his group I prepared for the Unified State Exam in mathematics profile level, passed with 85 points! although my knowledge at the beginning of the year was not very good. David Borisovich knows his subject, knows the requirements of the Unified State Exam, he himself is on the inspection commission exam papers. I am very glad that I was able to get into his group. Thanks to Five Plus for this opportunity!

Violet

"A+" is an excellent test preparation center. Professionals work here, a cozy atmosphere, friendly staff. I studied English and social studies with Valentina Viktorovna, passed both subjects with a good score, happy with the result, thank you!

Olesya

At the Five Plus Center I studied two subjects at once: mathematics with Artem Maratovich and literature with Elvira Ravilyevna. I really liked the classes, clear methodology, accessible form, comfortable environment. I am very pleased with the result: mathematics - 88 points, literature - 83! Thank you! I will recommend your educational center to everyone!

Artem

When I was choosing tutors, I was attracted to the Five Plus center good teachers, convenient class schedule, free trial exams, my parents - affordable prices for high quality. In the end, our whole family was very pleased. I studied three subjects at once: mathematics, social studies, English. Now I am a student at KFU on a budget basis, and all thanks to good preparation, I passed the Unified State Exam with high scores. Thank you!

Dima

I very carefully selected a social studies tutor, I wanted to pass the exam maximum score. “A+” helped me in this matter, I studied in Vitaly Sergeevich’s group, the classes were super, everything was clear, everything was clear, at the same time fun and relaxed. Vitaly Sergeevich presented the material in such a way that it was memorable by itself. I am very pleased with the preparation!