Relevance of the research topic. The reform of modern Russian society is accompanied by the emergence of new problems. The intention of the country's leadership to create a rule of law state and developed institutions of civil society met with a number of serious difficulties. One of them is generated by the obvious unwillingness of officials to actively contribute to the implementation of these goals and values ​​in the real daily practice of Russian people. In this situation, the interest in specific social sciences - in sociology, psychology, pedagogy, cultural studies - to the problems of the formation of a new type of personality in modern Russia has sharply increased, which in turn required a philosophical understanding of all these issues, the development of principles for conducting appropriate theoretical and methodological approaches and interdisciplinary research.

The problem of the socialization of young people in the educational process has acquired exceptional significance today. Its successful socialization is one of the decisive conditions in the preservation of the nation's spiritual guidelines, the formation of civil society institutions, and the strengthening of statehood. The fact that society today is not coping with the tasks of socializing young people is an obvious fact. The real practice of the last two decades has shown how much the load on the country's educational institutions at all levels has increased, allowing at least to some extent to make up for the numerous failures and miscalculations that have appeared here, which lead to the emergence of large areas of insufficiently socialized citizens, and primarily young people.

Education is designed to teach the younger generation to adapt to society through the assimilation of knowledge, cultural and spiritual values, to help the emerging personality combine material and spiritual, social and individual, rational and irrational, knowledge and morality in his life.

The education system, which was inherent in the industrial era, fulfilled its social order for the mass training of specialists in specific fields of knowledge. Today, the intellectual potential and creativity in a person are of decisive importance. Therefore, education, as a social institution and a means of socialization, begins to develop a new strategy, determined by the factor of the existence of a rapidly changing world, which will contribute to the successful socialization of the younger generation. Consideration of the process of socialization in socio-philosophical terms is important for giving a new education strategy a holistic and innovative character.

The need to rethink the goals and objectives of modern education is caused by the change in its historical, sociocultural and ideological role in the 21st century in Russia and the world. This phenomenon is in line with global integration processes, which are also facilitated by the Bologna Agreement. Russian education is becoming part of the educational space of Europe1, which further points to the need to revise the value and quality guidelines of Russian education.

Radical reforms in Russia, which radically changed the foundations of the functioning of economic, social and political institutions, led to the destruction of social norms that in the recent past regulated the life of a generally fairly stable society.

The current situation urgently requires the development of school pedagogical science in a direction that provides a versatile

1 Mironov V. Bologna process and the national education system // Alma mater. -2006. No. 6, - P.3-8 development of children and adolescents capable of self-determination and adequate behavior. educational school new models of education, new types of specialists, new educational systems are required.

As the school practice of the last decades shows, the educational environment is beginning to acquire a growing importance in education. A very noticeable change in the role of the educational environment in the development of the individual is due to a variety of circumstances, and above all, the sharply increased role of educational institutions in the socialization of the individual.

However, the educational environment in these new historical conditions should be considered not only from the point of view of its participation in the process of socialization in the course of complex interaction, but also the mutual influence of both the environment on the individual and the individual on the environment. The study of the role of the educational environment in the formation of personality is of great importance for a deeper theoretical understanding of the general problem of the relationship between the individual and society, since along with the transfer of social experience through the educational environment, value orientations are also transmitted. The complexity and multifaceted nature of the phenomenon of the educational environment requires a systematic approach to understanding such processes as education and personality formation.

The degree of scientific development of the topic. At present, science has accumulated a significant amount of knowledge necessary for the formulation and study of the problem of socialization of the individual with the help of a rationally built educational environment.

In this regard, special attention in the framework of our study was paid to the problem of interaction between education and personality. The solution of issues of personality formation through education is reflected in the works of G.-V.-F. Hegel, G.I. Herder, W. Humboldt, I. Kant. In the era of the New Age, a classical cultural and anthropological view of education is taking shape and the idea of ​​a humanistic education of a person is put forward. Ideas about the personality as an independent activity subject are formed.

The research of B.S. Gershunsky, K.Kh. Delokarova, O.V. Dolzhenko, G.A. Komissarova, T.F. Kuznetsova, V.B. Mironova, A.P. Ogurtsova, V.M. Rozina, N.S. Rozova, V.D. Shadrikova and others. They are devoted to the search for new ways of developing and reforming the education system.

The education system as a social institution was studied by V.Ya. Nechaev and F.R. Filippov. The social essence of education is considered in the works of L.P. Bueva. In the last decade, a number of concepts have appeared in education, which determine the specific nature of the influence of education on the individual and society (M.Z. Ilchikov, T.N. Kukhtevich, L.Ya. Rubina, M.N. Rutkevich).

Today, the problem of personality socialization is defined as one of the leading problems in the educational process. When social institutions do not fully fulfill their task of socialization younger generation, it is the Institute of Education that is called upon to take on this mission.

As applied to the practice of teaching and upbringing, the issues of the influence of pedagogical systems in the process of socialization of the individual are considered (I.P. Ivanov, B.T. Likhachev, S.T. Shatsky, G.P. Shchedrovitsky).

In the study of personality socialization, the research of V.M. Ventworth, D.A. Goslin, T.G. Decarier, E. Maccoba, - I. Tallimena and others.

In social philosophy, the problem of socialization is considered from the point of view of the influence on the personality of the totality of social relations, the identification of the mechanism of socialization, the correlation of objective conditions and subjective factors of the social environment. Such an approach to the problem is presented in the works of M.S. Kagan, JI.H. Kogan, A.V. Myalkina, B.D. Parygin, G.N. Filonova, I.T. Frolova and others.

The concept of socialization as a process of integrating an individual into the system of existing social ties, adapting to the cultural norms of society was formulated by G. Marcuse, T. Parsons, E. Fromm. In domestic sociology, this direction was developed by A.S. Kolesnikov, L.Ya. Rubina and others.

Interest in the aspect of the topic of the dissertation is the problem of the educational environment. It is reflected in the works of Ya. A. Comenius, Ya. Korchak, A.S. Makarenko, M. Montessori, I.G. Pestalozzi, J.-J. Russo, K.D. Ushinsky, V.I. Slobodchikova and others. These studies show different aspects of the influence of the educational environment on the formation of personality.

The problem of the relationship between the emerging personality and the educational environment has found its rather deep solution in the general philosophical, sociological, and socio-psychological aspects. This problem was studied in a number of works by O.S. Gazman, M.V. Klarina, I.D. Frumina, E.A. Yamburg, V.A. Yasvin and others.

However, despite the significant number scientific publications on certain aspects of the problem of the educational environment, its functions and structure, many significant issues remain unresolved. An analysis of the studies indicates that the issues of the relationship between the functions inherent in the environment and its structural organization have not been sufficiently developed. In fact, the socio-philosophical meaning of the educational environment, the issues of the role of the educational environment as a tool for the socialization of the individual, have not been studied.

In general, the general historical conditions for the formation of the educational environment are more fully considered in the scientific literature than the problem of the specifics of its influence on the individual. The influence of the emerging personality on the educational environment remains almost unexplored. The increased interest in the declared topic is also explained by the need to analyze new social realities in the practice of modernizing Russian education in the context of the formation of civil society.

Studies of this issue are at the initial stage of study, since the process of modernization of education in the context of the formation of civil society rarely becomes the object of socio-philosophical analysis.

The dissertation is an attempt to reveal from a socio-philosophical point of view the essence and ways of the influence of the school educational environment on the process of socialization of the individual in the specific conditions of modern Russian society.

The object of the dissertation research is the educational environment in broad sense as a sociocultural phenomenon.

The subject of the study is an open educational environment as a means of socialization of the individual.

The purpose of the study is to provide a socio-philosophical understanding of the phenomenon of the school educational environment, to identify its role in the process of socialization of the individual, to increase the effectiveness and efficiency of this process.

The implementation of the purpose of this study involves the solution of the following specific tasks: to identify the essential characteristics of the educational environment; identify the main structural and functional components of the educational environment and give their meaningful characteristics; show the need to form an open and holistic educational environment as the most important prerequisite for increasing the effectiveness of the socialization of the individual; reveal specific ways and means of the impact of the educational environment on the content of the process of socialization of the individual; to develop theoretical and methodological foundations for designing a model of the school educational environment, which aims at the successful socialization of the individual.

The scientific hypothesis of the dissertation research is that in the new historical conditions, an open educational environment is a fundamental basis for the socialization of a modern student and a resource for the formation of civil society.

The author puts forward the assumption that in the educational environment there are objective mutual relations between culture, social norms and knowledge, and that the subjects of these relations are individuals, who at the same time are also objects of socialization. This circumstance allows us to consider such subject-object interaction as an effectively operating mechanism.

In practice, the process of socialization is usually viewed in terms of age features personality, however, the real emerging different levels within age socialization are not sufficiently taken into account.

As civil society develops in Russia, the responsibility of a person to society, his activity increases, the requirements for the creative beginning of activity increase. This gives rise to the need for a deeper study of all aspects of the personality, as well as for the organization of targeted actions to form such a personality.

A task of this kind can be realized, first of all, through an effectively operating open educational environment.

Theoretical and methodological basis of the dissertation.

The dissertation research is based on the methodological principles of systemic, structural, comparative, competence-based approaches that allow for a multidimensional analysis of the educational environment. In his analysis, the dissertation proceeded from the theoretical provisions formulated in the works of domestic and foreign scientists, philosophers, sociologists, culturologists, teachers, psychologists, which revealed various aspects of the relationship between the educational environment and the individual, its formation and development.

When choosing research methods, the determining motive was the possibility of their systemic and holistic use, which was due to the need to move to a systematic description of the interaction between the educational environment and the individual.

In the course of solving certain tasks of the set scientific problem the design method was also applied.

The methodological foundations of the dissertation research as a whole reflect the current state of humanitarian knowledge, which emphasizes the need for a student-centered model of education.

The scientific novelty of the study lies in the fact that for the first time at the level of dissertation research, a socio-philosophical analysis of the educational environment as a holistic education was given. The educational environment is presented as an open structural-systemic formation, its structural and functional components are revealed, and the mechanism of its influence on the process of personality socialization in new historical conditions is shown.

The subject content of the category "open and holistic school educational environment" is disclosed, which to a certain extent filled the gap in the theoretical understanding of the processes of interaction between the school educational environment and the sociocultural environment external to it. The concept of "near society" is introduced and an attempt is made to study the reverse influence of a becoming active creative personality on the development of the educational environment and the neighboring society.

The idea of ​​a different-level degree of socialization of the student's personality is formulated, its dependence on the level of knowledge of the individual, the acceptance of the norms of society, the level of assimilation of culture is shown.

As a result of the analysis of various models of educational environments, the author substantiates and develops a design method for creating an educational environment as a model built on a cultural and value basis.

Provisions for defense:

1. A modern understanding of the educational environment is given. Being the main functional characteristic school institution, the educational environment is currently becoming an open system while maintaining its integrity, its successful functioning and development today is ensured not only by the internal resources of the institution, but also by the capabilities of the socio-cultural environment. The educational environment, on the one hand, retains its uniqueness, on the other hand, it is constantly enriched in content due to the inclusion of external sociocultural formations. At the same time, the integrity of the educational environment is preserved only if there is sufficient integration of external socio-cultural formations for it.

2. The openness of the educational environment increases the spontaneous, uncontrolled influence of society on the formation of the personality as a whole.

This process can be streamlined by integrating elements of an open educational environment into a closed school space, in which it is possible to establish control over the interaction of cultures and subcultures. It is shown that the socio-cultural factors of the school educational environment, in turn, have an impact on the educational environment of the "near society".

3. There is a stable relationship and interdependence between the state of the educational environment and the nature of the socialization of the student's personality, such as the adoption and development of norms - regulators public life, the transformation of social experience into one's own values, the adoption of cultural norms as the development of a person's ability to choose. In the process of socialization of the individual, these components actually give rise to a different level of socialization of the individual, from the acceptance of the norms of society to the conscious construction of a model of one's life path in accordance with one's own values ​​and ideals, and, consequently, a different degree of individuality.

4. In the school educational environment, four positions of the subjects of the educational process can be distinguished. These positions are distinguished by the awareness and unconsciousness of the subject of educational activity and the acceptance and non-acceptance of its norms by him. From the interaction of the positions of these subjects, the real result of the impact of the educational environment on the subject of the educational process is formed.

5. The effectiveness of the influence of the educational environment on the creation of individual trajectories of the development of the student is shown. This process depends on its diversity, which is formed by the individual cultural and value self-determination of teachers who create autonomous structural units in the structure of the school educational environment.

The theoretical and practical significance of the dissertation is determined by the fact that it significantly develops modern theory educational environment in close connection with the processes of socialization of the individual. The author has developed a concept for the formation of the educational environment, which includes methodological, theoretical, methodological and organizational aspects, taking into account the achievements of foreign and domestic research.

In theoretical terms, the significance of this work is also determined by the presence of a complex use of a number of sciences in the study of the interaction between the educational environment and the individual.

The provisions and conclusions made in this work can attract the attention of specialists from various scientific disciplines, primarily psychology, pedagogy, sociology, when conducting various sociocultural studies.

Practical significance work is determined by the possibility of applying its results in a wide range of different types of specific pedagogical activities.

Dissertation materials can be used:

1) in determining ways to modernize Russian education, as well as in developing modern models of the school educational environment;

2) when reading courses on social philosophy, sociology, theoretical pedagogy, devoted to the issues of socialization of the individual.

Approbation of work. The dissertation was discussed and was recommended for defense at a meeting of the Department of Philosophy of the Federal State Educational Institution of Higher Professional Education " Russian Academy public service under the President of the Russian Federation" dated June 23, 2009 (minutes No. 7) and accepted for defense at a meeting of the Dissertation Council D-502.006.07 of the Federal State Educational Institution of Higher Professional Education "Russian Academy of Public Administration under the President of the Russian Federation" dated June 30, 2009 city ​​(protocol No. 4).

The results obtained were used by the author in the development and practical implementation of the model of an open educational environment, which is used in the work of the secondary school No. 533 in Moscow. The activities of the school to implement the development program "Creating an open educational environment conducive to the successful socialization of the individual, based on the self-determination of students in the information space" was recognized as successful. In 2008, the school became a laureate of the federal competition for a national priority project in the field of education among educational institutions implementing innovative educational programs (Appendix 1).

The materials of the dissertation work were used by the district methodological center of the YuZOUO DO of Moscow in the development of a project for interconnection of educational institutions in the field of creating a single multidisciplinary space. Certain aspects of the project are used by Moscow schools when creating various models of the educational environment, as well as network interaction between educational institutions of municipalities.

The main content of the dissertation is presented in five publications, with a total volume of 3 pp. The provisions and conclusions contained in the dissertation were reported at various international, Russian, regional, interuniversity conferences: scientific-practical conference of the Institute of strategy in education "Design in education" (Moscow, February 2006); II scientific-practical conference of young scientists: "Theory and practice of pedagogical activity in the conditions of innovative development of education systems" (Moscow, November 2008); scientific and practical conference dedicated to XVI International Christmas Educational Readings "Family in the system of universal values" (Moscow, January, 2008); scientific-practical conference "Organization of the educational environment as a condition for the development of personality" (Berlin, September, 2005); city ​​scientific-practical conference "Propaedeutics of project activity" (Moscow, November, 2008).

Conclusion

The dissertation research conducted on the topic: "Educational environment as a factor of personality socialization: socio-philosophical aspect", showed that the problem of socialization is very relevant and significant in present stage transformation of society.

Work on the subject of research in accordance with the goals, objectives and scientific interests of the author made it possible to draw the following theoretical conclusions.

Sociocultural patterns, passing through all stages of the historical development of society, form a certain type of social relations and a certain type of person. It is obvious that when a society changes, the role of a person in this society also changes.

Identification of the features of the historical, economic and political development of Russia, which hinder the formation of civil society, made it possible to speak about the need to create our own model of development and building a society that is different from the well-known classical models.

In the process of formation of a new society, the leading role should belong to man. It is proposed to consider the solution to the problem of forming the relationship "man-society" in the new historical conditions through the prism of the formation of a personality capable of preserving all the values ​​historically developed by human society, and at the same time developing these values ​​further.

The author adheres to a socio-anthropological approach to the formation of personality, since society influences the formation of a person, on the one hand, and on the other hand, it consists of individuals who develop society itself.

Along with the requirement for the formation of a new type of personality, its socialization, there is a sharp decrease in the influence of the main social institutions on this process. The resumption of the leading role of these institutions will take a long time. Therefore, for the state and society, education is an institution that can directly participate in the process of socialization of the individual, ensure the transfer of traditions and values ​​of society to the younger generation and, at the same time, control this process.

Socialization is a complex, contradictory process, largely depending on what social environment a person finds himself in. A special role in the process of personality formation belongs to the school educational environment, which is a microenvironment relative to the educational environment as a whole.

The main features that make up the characteristics of the school educational environment are identified: openness, integrity, flexibility, integrativity, richness, structuredness, multiculturalism, development, co-management.

Being the main functional characteristic of the school institution, the educational environment is now becoming an open system. Its successful functioning and development today is ensured not only by the internal resources of the institution, but also by the possibilities of the socio-cultural environment. The educational environment, on the one hand, retains its uniqueness, on the other hand, it is constantly enriched in content due to the inclusion of sociocultural formations external to it.

The school educational environment interacts with its external socio-cultural environment. The immediate organizational-territorial proximity to the school environment is defined as the "near society", which has, among other things, a spontaneous impact on the school educational environment. This process can be streamlined by integrating elements of an open educational environment into a closed school space, in which it is possible to establish control over the interaction of cultures and subcultures. It is shown that the socio-cultural factors of the school educational environment, in turn, affect the educational environment of the "near society".

Flexibility contributes to the rapid restructuring of the structure and content of the educational environment in the light of the needs of the subjects; integrativity ensures the formation of personality by strengthening the elements of the environment; multiculturalism includes various cultural formations in a single educational space of the school; the saturation of the environment is characterized by cultural content and its resource potential; the organization of the educational environment, in a certain way sets its structure; development follows from the openness and readiness of the environment for expansion; co-management is assessed by the inclusion of all subjects of the educational process in management.

The structure of the school educational environment, which consists of classroom, extracurricular and project spaces, has been studied. All three spaces interact and complement each other, contribute to increasing the motivation of activities and the quality of education. The main elements of the school educational environment are the student and the teacher in their subject-subject relationship. Such interaction ensures successful socialization of the student.

In the educational environment, there is a stable connection between its state and the nature of the socialization of the student's personality, such as the adoption and development of norms - regulators of social life, the transformation of social experience into one's own values, the acceptance of cultural norms as the development of a person's ability to choose. These components give rise to a different level of socialization of the individual, from the acceptance of the norms of society to the conscious construction of a model of one's life path in accordance with one's own values ​​and ideals.

The educational environment influences the content of the process of socialization of the individual. Depending on the different positions of the subjects, specific ways and means of influencing this process are applied. These positions are distinguished by the awareness and unconsciousness of the subject of educational activity and the acceptance and non-acceptance of its norms by him. From the interaction of the positions of these subjects, the real result of the impact of the educational environment on the subject of the educational process is formed.

Application of special pedagogical technologies allows you to transfer personality to more high level socialization. The educational environment effectively influences the creation of individual trajectories of student development. This process depends on its diversity, which is formed by the individual cultural and value self-determination of teachers who create autonomous structural units in the structure of the school educational environment.

The author has developed the concept of the educational environment, which includes the theoretical and methodological foundations for designing a model of the school educational environment, which aims at the successful socialization of the individual through its self-determination.

At the same time, a number of questions remain that require further research. So, for example, the synergistic approach in the formation of personality and the study of the phenomenon of education within the framework of the globalization process require understanding.

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