PEDAGOGICAL INTERPRETATION OF THE CONCEPT OF RESOCIALIZATION AND CRITERIA OF SEVERE EDUCATION
Keywords:
resocialization, difficult to educate, pedagogical criteria, deviant behavior, legal consciousness, social maladjustmentAbstract
The article provides a systematic analysis of the social, psychological, and pedagogical aspects of the concept of “resocialization”. From a pedagogical point of view, resocialization is interpreted as a purposeful process of restoring an individual's ability for social adaptation, legal consciousness, and normative behavior. An author's definition of the concept of “difficult to educate” is proposed, and its four components (cognitive, affective, conative, and socio-pedagogical) are identified. To solve the practical tasks of the research, five practical pedagogical criteria for being difficult to educate have been developed: being on the preventive register of internal affairs bodies; detachment from studies (15+ days); being brought to administrative responsibility (from the age of 16); weakened parental control (conclusion of the mahalla committee); connection with radical or destructive groups (inspector's information). The validity of the criteria was confirmed through assessment by 15 experts (educational psychologists, mahalla representatives, juvenile inspectors), with Kendall's coefficient of concordance W=0.82 (p<0.01). Based on these criteria, mild, moderate, and severe degrees of being difficult to educate are distinguished. The theoretical conclusions of the article serve as a basis for developing a methodology for the resocialization of difficult-to-educate young people.
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