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Мудрик А. В. Исследование трансформации механизмов социализации: проектипервые результаты // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 4 (35). С. 44-51. DOI: 10.15382/sturIV201435.44-51
We consider the problem of correlation, the relationship and interaction of innovations and traditions in the process of socialization of the younger generation in terms of its transformation into Russian society. As a result of the transformation of Russian society there have been significant changes in the ratio and the relationship between different groups of factors of socialization (mega-, macro-, meso-, micro-) between themselves and between the individual factors both horizontally within the same group , and vertically , between, for example , family and ethnic group. Increased direct impact on the socialization of large and small groups as well as individuals macro and mezofaktorov. All of this creates a new socio-educational situation, which involves consideration of education as a complex mechanism of socialization, as well as a new approach to the settlement as a factor of socialization — considering it as a synthesis of mechanisms and means of socialization of the younger generations in the process of spontaneous socialization and because against fence on socio-controlled socialization.
transformation, socialization, education, mechanisms of socialization, educational organizations, religious organizations, counter-cultural organizations, town, village, city.

1. Mudrik A. V. Socializacija cheloveka (Socialization of Human), Moscow, 2011.
2. Pleshakov V. A. 2013 “Osnovy religioznogo vospitanija v kontekste kibersocializacii cheloveka” (Grounds of Religious Education in Context of Cyber-Socialization of Human), in Vestnik PSTGU. Serija IV: Pedagogika. Psihologija, 2013, vol. 4/31, pp. 9–17.
3. Romm T. A. 2013 “Strategicheskie orientiry social'nogo vospitanija v postindustrial'nom obshhestve” (Strategical Reference Points of Social Education in Post-Industrial Society), in Sibirskij pedagogicheskij zhurnal, 2013. № 2. S. 26–31.
4. Skljarova T. V. 2013 “Kriterii religioznosti v psihologo-pedagogicheskih issledovanijah” (Criteria of Religiosity in Psychological-Pedagogical Studies), in Sibirskij pedagogicheskij zhurnal, 2013, vol. 4, pp. 15–18.
5. Shhelina T. T. 2014 “Problema professional'noj kompetentnosti social'nogo pedagoga v uslovijah izmenivshejsja situacii razvitija detstva” (Problem of Professional Competence of Social Pedagogue in Conditions of Changed Situation of Childhood Development), in Lichnost', sem'ja i obshhestvo: voprosy pedagogiki i psihologii, 2014, vol. 36, pp. 102–109.
Мудрик А. В., Петрина М. Г. Социально-педагогическая виктимология как отрасль знания // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2016. Вып. 1 (40). С. 38-45. DOI: 10.15382/sturIV201640.38-45
The article characterizes social-pedagogical victimology as a branch of science that is a past of social pedagogics; consideres dessimination of this new branch of knowledge in the works on social pedagogics; gives the definitions of the subject, objects and the main notions (victimity, victimogenetics, victimizer, victim of inauspicious circumstances and go on); explores victimology’s theoretical, cognitive, applied and humanitarian functions; proposes to use the supplement in the social-pedagogical victimology; the tept is addressed to those working in social service, educators and psychologist.
socialization, victimization, victimity, victimogenetics, victimizer, victim of unfawourable circumstances of socialization.

1. Zagvjazinskij V. I., Zajcev M. P., Kudashov G. N., Selivanova O. A., Strokov Ju. P., Pidkasistyj P. I. Osnovy social'noj pedagogiki: Uchebnoe posobie (Grounds of Social Pedagogic: Textbook), Moscow, 2002.
2. Mardahaev L. V. Social'naja pedagogika (Social Pedagogic), Moscow, 2011.
3. Mudrik A. V. Vvedenie v social'nuju pedagogiku (Introduction to Social Pedagogic), Penza, 1994, vol. 1.
4. Mudrik A. V. Socializacija i «smutnoe vremja» (Socialization and “Time of Troubles”), Moscow, 1991.
5. Mudrik A. V., Petrina M. G. 2015 “Social'no-pedagogicheskaja viktimologija: istoricheskij jekskurs” (Social-Pedagogical Victimology: Historical Excurse), in Sibirskij pedagogicheskij zhurnal, 2015, vol. 5, ppo. 119–126.
6. Mustaeva F. A. Osnovy social'noj pedagogiki (Grounds of Social Pedagogic), Moscow, 2001.
7. Seryh A. B. Formirovanie gotovnosti pedagoga k rabote s viktimnymi det'mi (Forming of Readiness of Pedagogue to Work with Victim Children), Kaliningrad, 2000.
Mudrik Anatolii
Petrina Mariia
Мудрик А. В. Включенное наблюдение как метод психолого-педагогических исследований // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2017. Вып. 47. С. 109-116. DOI: 10.15382/sturIV201747.109-116
This article gives a defi nition of the method of involved observation as one of the means of qualitative study of social phenomena in human-oriented branches of knowledge (ethology, sociology, psychology, pedagogy); off ers a brief outline of the history of development and employing the method of involved observation in the USA and in Russia in the last century; proposes a diff erentiation of the method in terms of contemplative involved observation and participating involved observation; describes features of the position of the involved observer in a team of an educational institution; lists specifi c techniques that can be employed in the process of involved observation, namely sociological (questionnaire, interview), psychological (sociometry, ranking, tests), pedagogical (talks, independent characterisation, natural experiment); mentions typical cases of employing the method of involved observation (identifying ways of further research, the study of mechanisms underlying social-psychological and social-pedagogical processes, etc.); demonstrates limitations and dangers typical of the process of employing the method of involved observation (the subjectivity of the observer, stereotypes in dealing with phenomena observed, etc.).
participant observation, participating observation, position of involved observer, psycho-pedagogical research, the study of social phenomena
  1. Jel'konin D. B., red. Vozrastnye i individual'nye osobennosti mladshih podrostkov. Moscow, 1967.
  2. Lazurskij A. F., red. Estestvennyj jeksperiment i ego shkol'noe primenenie. Praga, 1918.
  3. Selivanova N. L., Mudrik A. V., Novikova L. I., red. Pedagogika vospitanij a: izbrannye pedagogicheskie trudy. Moscow, 2010.
Mudrik Anatoly
Academic Degree: Doctor of Sciences* in Education;
Place of work: Moscow State Pedagogical University; 6 Malii Sukharevskii pereulok, 127051, Moscow, Russian Federation;
Post: Professor;
ORCID: 0000-0003-0410-9487;
Email: amudrik@yandex.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
The article is written in 2017 within the framework of the project № 17-06-00796 supported by RFBR Foundation.
Мудрик А. В. Социальная психология воспитания в социально-педагогическом ракурсе // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2018. Вып. 51. С. 56-64. DOI: 10.15382/sturIV201851.56-64
This article aims to demonstrate a link between social psychology of education and social pedagogy. It gives a brief explication of social psychology of education in the historical perspective and the interrelationship of social psychology of education with social pedagogy. This link has become a subject of specialised study in Russian social science since mid-19th century and in foreign science since the end of the same century. The interest of psychology in issues of education has resulted in the emergence of its two branches, namely age psychology and psychology of education. However, the issues in education has not been fully studied in these branches, nor are they being studied now. This has led to the fact that since the mid-19th century the phenomena characteristic of the student milieu came to be an object of interest of E. El’nitskii, A. Molotov, G. Rokov, L. Tolstoy and other educationalists, who established the foundations of social psychology of education. Abroad, similar problems were studied by N. Andersen, M. Malinovsky, M. Meed, W. White and orhers. In the 1960s, the issues touched upon in the mid-19th — early 20th centuries began to be explored by the whole range of Russian scholars (Ia. Kolominskii, L. Umanskii, A. Lutoshkin, L. Novikova, A. Kirichuk, Kh. Lij mets, etc.) Their studies in their entirety allowed one to raise a question about distinguishing a relatively independent branch of social psychology, namely social psychology of education. The fi eld of study of this branch can be defi ned as the entirety of all those socio-psychological phenomena that take place in the life of those being educated, while its subject is various socio-psychological phenomena, processes and problems that emerge in this fi eld of study. This fi eld of study is closely linked to the fi eld of study of social pedagogy, which is defi ned as social education in the context of socialisation. The link between social psychology of education and social pedagogy in the process of study of the contemporary Russian society clearly identifi es traditions and innovations in socialisation and social education, which is specifi cally discussed in the article, both in groups of factors of socialisation and within the limits of separate factors.
social pedagogy, social psychology of education, socialisation, education, factors in socialisation, mechanisms of socialisation, traditions, innovations
  1. Gordin A., Novikova L. (eds.) (1973) Problemy detskogo kollektiva v russkoi i sovetskoi pedagogicheskoi mysli [Problems of Children’s Collective in Russian and Soviet Pedagogical Thought]. Moscow (in Russian).
  2. Mudrik A. V. (2017) “Sotsial'naia psikhologiia vospitaniia (kratkaia eksplikatsiia i subʼektivnye zametki)” [“Social Psychology of Education (Brief Explication and Subjective Remarks)”]. Sibirskii pedagogicheskii zhurnal. 2017, vol. 1, pp. 124–130 (in Russian).
  3. Romm T. A. (2010) Istoriia sotsial'noi pedagogiki [History of Social Pedagogy]. Rostov-on-Don (in Russian).
Mudrik Anatoly
Academic Degree: Doctor of Sciences* in Education;
Place of work: Moscow State Pedagogical University; 6 Malii Sukharevskii pereulok, 127051, Moscow, Russian Federation;
Post: Professor;
ORCID: 0000-0003-0410-9487;
Email: amudrik@yandex.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.