Interiorization of Educational Norms: Socio-Adaptive Aspects (Philosophical Reasoning)

Abstract

The success of building the educational process taking into account the individuality of each student is possible due to the introduction of a set of organizational and pedagogical measures to accelerate the social adaptation of students to the new conditions of study in higher education. All this requires the management and teachers of higher education to build a new educational process, taking into account the individual characteristics of each student's education.

As a result of a critical comparative analysis of the professional literature on the problems of interiorization and social adaptation, it was found that interiorization should be considered as a component of social adaptation, and the latter – as an aspect of socialization associated with active adaptation of a person or group to changing environmental conditions social interiorization, as a result of which the development of a certain social role, the adoption of certain social norms, the coordination of requirements and expectations of the subject of interiorization. Considering interiorization, social adaptation and socialization as interrelated phenomena, it should be noted that they do not always coincide. During study the common and different features in the implementation of the interiorization of educational norms and social adaptation of higher education students were distinguished.