Children Socialization in Contemporary Pedagogical Research

Abstract

The paper is based on a content analysis of one hundred randomly sampled articles on theory and practice of upbringing published in science education journals and collections from 2006 to 2013. In the analysis, frequencies and correlation dependences were singled out. The results obtained allow to say that the modern paradigm of socialization is centered around the past, the traditions, customs, and stability. The process of socialization is supposed to be natural, non-technological and non-projectable. The key problem of socialization is deviation from social norms. Socialization is primarily associated with adaptation mechanisms of personality development and is not connected to processes of autonomation or individualization. The analyzed texts do not touch upon socialization of children with high levels of creativity. Thus, the contemporary theory of pedagogy is dominated by the adaptation paradigm of socialization. This paradigm is widespread in theoretical pedagogy destined to foresee social and economic changes, which fails to meet the requirements of society in terms of bringing up large groups of people with high levels of creativity.