ANIMATION ACTIVITIES AS A MEANS OF DEVELOPING STUDENT YOUTH’S SOCIAL CULTURE
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The aim of the article is to review animation activities as an effective social praxis of activating student youth’s social maturing, particularly using animation for development of social culture. The main methods of study are analysis of scientific research and comparison of theoretical approaches to examination of students’ social culture. Students’ social growth is affected by certain needs (for self-actualization, self-affirmation, self-realization, independence), social group qualities (like formation of professional and civic conscience, social value guidelines) and leading psycho-age qualities of student personality development regarding self-recognition, self-regulation, self-organization and self-development. The article also substantiates that student youth’s characteristic features (criticalness, emotionality, need for self-realization etc.) are the basis for defining social subjectness and social creativity as the leading attributes of sudents’ social interaction, which form the foundation of social, professional and civic self-realization. Social culture is a quality of student youth’s sociality development stage, which reveals itself in high-level social values, formed social qualities and pro-social behavior, and implies high social maturity level on the basis of social subjectness and its highest manifestation – social creativity. Development of student youth’s social culture is a process of activating main factors of this group’s social formation both at HEI (curricular and extracurricular activities) and outside education institutions in social field. Especially important is the fact that under conditions of contemporary information society this field gains new self-expression and creativity tools due to technical advances in media and virtual space. Thus, aside from traditional types of activities (mainly self-government, volunteering, research artistic activities etc.), student youth’s social interaction types (informational or virtual-communicational) start to branch out, activating development of social culture in post-industrial society and influencing other sociality components. It was defined that, under contemporary conditions, student youth’s social culture is formed under the influence of branching information environment, which implies interrelation of social culture development with information/communication activities as one of the leading ones and greatly influences all the groups of social values, eventually becoming one of the animation tools. This leads to development of a fitting animation activities program in a higher education institution, which will be the focus of further research.
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