Mudrik Anatoly

Social psychology of education from the socio-pedagogical perspective

Abstract

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.

Keywords

social pedagogy, social psychology of education, socialisation, education, factors in socialisation, mechanisms of socialisation, traditions, innovations

References

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).

Information about the author

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.