Enero-Junio 2023

Vol. 13 No. 1

Interacción y Perspectiva. Revista de Trabajo Social Vol. 13 N

1 / enero-junio, 2023

Interacción y Perspectiva Dep. Legal pp 201002Z43506

Revista de Trabajo Social ISSN 2244-808X

Vol. 13 N

enero-junio

ARTÍCULO DE INVESTIGACIÓN

Cooperación de sujetos en formación como base metodológica para

enriquecer la experiencia de la interacción social en los jóvenes estudiantes

/DOI: 10.5281/zenodo.7382732

Sergey Ivanovich Kurgansky*, Elena Viktorovna Kovalenko** y Olga Aleksandrovna

Kovalenko***

Resumen

Los procesos de globalización, principalmente el aumento de las comunicaciones y los

procesos de integración, han agravado los problemas de interacción entre los sistemas

sociales y biosociales grandes y pequeños. Se ha agudizado el problema de encontrar

nuevas plataformas y formas de cooperación y diálogo. El hábito de la juventud de la

sociedad de consumo está saturado del espíritu del individualismo, la competencia y el

poder del dinero se ajusta a la escala de los problemas emergentes de integración social

y desarrollo sostenible. La juventud estudiantil no tiene la experiencia necesaria para

resolver estos problemas. El objetivo del estudio fue establecer las herramientas

pedagógicas para preparar a la juventud para la interacción social en el mundo

cambiante. Es fundamental para el estudio el enfoque sistémico-dialéctico, que

proporciona un modelo teórico de la experiencia de interacción social de un individuo y

el proceso de su enriquecimiento apoyándose en conocimientos científicos

interdisciplinarios. El artículo informa de los resultados de un análisis comparativo de las

características esenciales de los conceptos de interacción social y experiencia en el

discurso filosófico, sociológico, psicológico y pedagógico, reflejando su génesis y

funciones en el contexto del problema de investigación. La integración de las ideas de la

teoría de la Interacción de los sujetos en sus relaciones sociales y la teoría del

cooperativismo, "el arte de vivir juntos", permiten superar la disociación metodológica

del objeto interdisciplinario de la investigación, aclarar la definición de la experiencia de

interacción social de los estudiantes y desarrollar la tecnología de su enriquecimiento

pedagógico, cuyo contenido y etapas se presentan en el artículo.

Palabras clave: interacción social, experiencia, enriquecimiento pedagógico,

cooperativismo.

Abstract

Cooperation of training individuals as a methodological basis for enriching the

experience of social interaction in young students

Globalization processes (a dramatic increase in communications and integration

processes) have exacerbated the problems of interaction between large and small social

and biosocial systems. The problem of finding new platforms and ways to cooperate and

build dialogue has become more acute. The habitus of the youth of consumer society is

saturated with the spirit of individualism, competition, and the power of money and does

Kurgansky, Kovalenko y Kovalenko / Cooperación de sujetos en formación como base metodológica para

enriquecer la experiencia de la interacción social en los jóvenes estudiantes

not match the scale of the emerging problems of social integration and sustainable

development. Student youth does not have the experience of solving these problems.

The goal of the study is to establish the pedagogical tools for preparing youth for social

interaction in the changing world. Fundamental to the study is the system-dialectical

approach, which provides a theoretical model of an individual's experience of social

interaction and the process of its enrichment relying on interdisciplinary scientific

knowledge. The paper reports the results of a comparative analysis of the essential

features of the concepts of social interaction and experience in philosophical,

sociological, psychological, and pedagogical discourse, reflecting their genesis and

functions in the context of the research problem. Integration of ideas of the theory of

Interaction of subjects in their social relations and the theory of cooperativism, “the art

of living together”, allow to overcome methodological dissociation of the interdisciplinary

object of research, clarify the definition of students’ experience of social interaction, and

develop the technology of its pedagogical enrichment, the content and stages of which

are presented in the article.

Keywords: social interaction, experience, pedagogical enrichment, cooperativism.

Recibido: 01/10/2022 Aceptado: 25/11/2022

* Doctorado en Educación, Departamento de Pedagogía y Métodos de Formación Profesional, Universidad

Estatal de Arte y Cultura de Belgorod, Belgorod, Rusia. Correo electrónico: bgiik@bgiik.ru

** Candidato de Ciencias Pedagógicas, Departamento de Pedagogía y Métodos de Formación Profesional,

Universidad Estatal de Arte y Cultura de Belgorod, Belgorod, Rusia. Correo electrónico: pmpo@bgiik.ru

*** Candidato de Ciencias Pedagógicas, Departamento de Pedagogía y Métodos de Formación Profesional,

Universidad Estatal de Arte y Cultura de Belgorod, Belgorod, Rusia. Correo electrónico: pmpo@bgiik.ru

1.- Introduction

Globalization processes, representing a dramatic increase in the world of

communicative connections and integration processes of large and small systems, have

exacerbated the already complex social interactions in all spheres of human activity.

Western states with developed economies, experiencing the objective consequences of

the systemic crisis in the capitalist model of development and searching for explanations

for the failure of their economic development strategies, exert unprecedented pressure

on countries that in any way show their independence and autonomy and demonstrate

their own national interests. The dominant way to resolve the increasingly acute

economic and political contradictions is the use of pressure and the overt use of force.

The world is on the brink of World War III, international law and the age-old foundations

of diplomacy are no longer valid, and the right of the strongest is becoming a priority in

the development of new models of interaction between the leading players of today. The

strongest pressure of the isolationist policy of the West is now experienced by Russia,

which is forced to fight with it for survival by all available economic and military means.

It has become extremely important to develop new mechanisms to mitigate the

escalation of conflicts around the world, search for new platforms to build a balanced,

multipolar world order, expand the fields of mutually beneficial cooperation and dialogue,

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and find points of common interest. The habitual and tested by social practice methods

of negotiation prove to be ineffective. Too acute are the value-meaning contradictions

of the conflicting parties and too narrow is the range of possible mutually acceptable

variations in the decisions made by specific people. The managerial resource of common

sense has proven to be limited in the face of the destruction of traditional rules of social

interaction.

The sphere of humanitarian education of the younger generation faces a problem of

how and by what pedagogical means to prepare students for social interaction in a

changing world. Pedagogical science is confronted with urgent problems of developing

methodology, educational strategies, and theoretical and methodological foundations for

implementing the socially integrating function of education in the new social reality. The

solution to these problems raises an important question for researchers: in what

discourse should the experience of social interaction among student youth be described

and from what methodological positions?

2. Methods

The peculiarity of scientific knowledge about the experience of human social

interaction is its fragmentation and dispersion in some branches of the humanities

(philosophy, sociology, psychology, pedagogy) due to the lack of integrative approaches

to developing the methods of mutually enriching productive synthesis of its knowledge.

Meanwhile, the field of general systems theory and systems methodology has extensive

scientific knowledge of the nature of systems, patterns of their development, and

research methodology. Great potential for overcoming the disparate, differentiated

nature of knowledge about this type of social experience is found in dialectics, which in

its essence reconciles the logic of human activity and the universal logic of existence.

Dialectics is a tool of comprehensive systemic study of the object in its movement,

genesis of development, and the contradictions of its components. The system-

dialectical approach served as a foundation for the study of A.G. Vinograi (2014) and

allowed the author to create a theoretical model of an individual’s experience of social

interaction and the process of its enrichment relying on interdisciplinary scientific

knowledge.

3. Results and discussion

The category of interaction is a universal scientific concept that expresses the

relations and connections of all things. The notion of interaction in philosophy is defined

through the interdependence of objects, changes of state, inter-transitions, and each

other's generation. Interaction is the anthropological principle of the integrity of

existence (Feuerbach, 1955) and expresses the direct or indirect, external or internal

relations, the relationship of cause and effect, and the basis of the dialectic of self-

development and movement of objects (Spirkin, 1972; Osnitsky & Korneeva, 2017).

Kurgansky, Kovalenko y Kovalenko / Cooperación de sujetos en formación como base metodológica para

enriquecer la experiencia de la interacción social en los jóvenes estudiantes

V.A. Gert (2012: 8) notes that through social interaction “the generic (social) essence

of the supreme being of nature is preserved and maintained”.

In sociological discourse, the essence of social interaction is expressed as the basis

for the construction of human activity (Parsons, 2018); the form of its organization and

the formation of personality, communication in an adequate system of symbols (Mead,

1996; Kelly, 2000); "the basic element of the social structure" (Comte, 2011: 28); the

ties that draw people to each other (Napso, 2017).

Psychology considers interaction through the lens of interpersonal relationships in a

dyad (Kelley & Thibaut, 1978), as the mental beginning of personality (Spinoza, 1957;

Kholodnaia, 2002). P. Sorokin (1994) considers social interaction as an exchange of

ideas (perceptions, information, beliefs), volitional impulses (coordination of actions in

achieving common goals), and feelings that unite or divide people (love, hate, contempt,

condemnation, etc.). As the predominant factor of interaction, Sorokin highlights culture,

noting that

“The essence of social interaction consists of the individual as the subject of

interaction, society as a set of interacting individuals, culture as a set of

meanings, values, and norms, which interacting persons possess, and a set of

carriers that objectify, socialize, and disclose these meanings” (Sorokin, 1994:

223).

For determining the essential characteristics of the individual experience of social

interaction, of importance is a philosophical understanding of the process by which this

experience is formed. The present state of philosophical analysis of social interaction is

marked by the presence of general methodological approaches to the definition of its

dialogical nature, which highlight the natural ability of a person to the dialog, reveal to

them the world, their existence, and the possibilities of their spiritual realm. Modern

philosophy tends to shift the emphasis from the interaction system to the interacting

person, for whom existence only makes sense in coexistence, co-presence with the

other.

A special place in the history of cognition of social interaction is occupied by the

phenomenological model of A. Schütz, which reflects the pattern of the formation of

interaction under the influence of previously formed products of their previous

experience – behavioral stereotypes. The author examines the phenomenon of social

interaction in the context of the types of a person’s previous social experience and the

meanings ascribed to the situations of social interaction (Schütz, 2003: 3).

The followers of Schütz, P. Berger and T. Luckmann, developing this concept,

convincingly prove the vital necessity of interaction and communication for human

beings as the sources of formation of their social essence (Berger & Luckmann, 1995).

The genesis of the concept of social interaction testifies to the progressive movement

of scientific ideas from a socially insignificant and little-studied phenomenon to its

predominant role in the formation and development of social reality. “Social interactions

are the basis, the essence of social reality, in relation to which other social structures

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and institutions are seen as secondary” (Sergeeva, 2011: 36). In philosophy, experience

is more often used to refer holistically and universally to the knowledge, skills, feelings,

and will formed in the process of sensory reflection of the external world through

interaction with it and as a result of that interaction. In psychology, the experience of

personality acts as its most important structural component, providing its development

and acting as a certain invariant regulator of human life activity in a changing world.

E.V. Kovalenko (2018: 36) concludes that “the experience of social interaction

constitutes the mental trace of a person's practice in society and fulfills a meta-objective

function in their life”.

The separation of a mental form in the experience of interaction requires its

correlation with the basic subsystems of personality, in which this experience is reflected,

transformed, and preserved. In psychology, the concept of experience is interpreted as

“a dynamic information system of the external and internal world of a personality that

defines the strategy and success of activity and has personal meaning at its core”

(Istomina, 2015: 21); as “a system of personal constructs” (DeLanda, 2006: 34); as “a

personal coordinate system” (Goffman, 2004: 124); as “systemically organized

knowledge, abilities, and feelings comprising value experience; the experience of

reflection; the experience of habitual activation; operational experience; the experience

of cooperation”.

As demonstrated in the study, the experience of social interaction, being a

fundamental component of a person’s social experience, is isomorphic in its structure to

personality and activity, and in the degree of awareness corresponds to the levels of

consciousness. Placing experience in the coordinates “activity-personality-

consciousness” allows studying it as an integral system of current mental reflection of

previous activities and interactions in which the person was a participant. This structural-

dynamic (systemic) approach makes it possible to model and shape experience based

on the integration of elements of activity and personality. In this, there arises the

problem of correlating the forms of these elements.

An attempt to summarize and integrate the methodological foundations applied in

various areas of humanities to the study of the experience of social interaction, which

constitutes the source of the emergence and development of personality and its basic

characteristics, reveals a certain set of ideologically unrelated methodological

approaches and concepts, which reflect various facets of this experience outside of the

integrity of personality. As one of the theoretical and methodological foundations

allowing us to remove this contradiction and present the learner's experience of social

interaction as part of the integrity of personality, we employ the psychological theory of

personality proposed by D.A. Leontiev. In this concept, the notion of personality is

interpreted as “the ability of a person to act as an autonomous bearer of universal human

experience and the historically developed forms of human behavior and activity”. In the

structure of personality, Leontiev (1993) distinguishes three hierarchical levels with

conditional boundaries: the level of nuclear structures, the level of a person’s relationship

with the world, and the level of expressive-instrumental structures. In the vein of this

concept, the experience of social interaction of a person represents three functionally

Kurgansky, Kovalenko y Kovalenko / Cooperación de sujetos en formación como base metodológica para

enriquecer la experiencia de la interacción social en los jóvenes estudiantes

interrelated levels, shaping three components within its structure: the value-meaning

component (performing the function of a nuclear element), the thought-activity

component (the function of a person’s inner world), and the expressive-activity

component (the function of external presentation in society).

The social experience of personality is established in the nearest social environment,

the expanding circle of social contacts, and interactions in objective activities, which

largely depend on the state of society in the given time period and the processes taking

place in it. The factors and regularities of mutual influence of society and personality

must be considered in the purposeful process of transformation of individual experience

of social interaction, which necessitates the further search for a common methodological

basis for the integration of sociological and psychological concepts of socialization and

personality development in interaction with society.

Globalization and deep changes in the social environment are also accompanied by

real dynamic reorganization and regrouping of many parts of self-organizing social

systems that present the environment of the existence and coexistence of people

included in them. These uncontrollable processes differ from the evolutionary, or

revolutionary, processes of the operation of ideas, which express ideal essences. These

processes do not fit in the theoretical constructs of classical metaphysics laid down in

the ontological basis of the social sciences by E. Durkheim and T. Parsons. Neither can

they be explained by the common sense of the thematically divided knowledge of the

social sciences. These processes acquire the status of causality that conditions the

emergence of new knowledge about them, while not complying with the static knowledge

allocated to them in social concepts.

In modern psychology, there is a growing research interest in problems of mental

self-organization of a person as a subject of life, creativity, professional activity, their

own development, and other forms of selfhood. The increasing number and quality of

studies on this problem testify to the formation of a scientific paradigm of the subject

and subjectivity in psychology. In modern Russia, the process of the acquisition of

subjectivity is not only of scientific interest, but also of vital interest to the state, Russian

society, and every citizen. The collective West is making tremendous efforts to suppress

Russia's subjectivity in the global community, depriving the country of its right to exist

and to uphold its national interests. In Russia, the discovery and affirmation of individual

activism, support for initiatives, and trust in the collective mind are extremely

complicated.

Pedagogical science is increasingly showing a tendency to integrate extensive

knowledge about the human being into a single interdisciplinary project of “assemblage

of development subjects” without separating the biological nature of an individual, their

cultural essence, and their existence in culture. The creation of the educational process

with consideration of the mechanisms of a person’s socio-cultural development will

contribute to the softening and permeability of discursive boundaries and to the

formation of integrated discourse about the human being in pedagogy.

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One of the fundamental social theories concerning this process is the assemblage

theory by the contemporary American philosopher Manuel DeLanda (2006). The basic

concepts of this theory, i.e. assemblage, multiplicity, and complexity, express the

essence of not only the changes occurring in society but also the process of a person

becoming a subject of their own life, reaching their optimal assemblage.

The notion of subject is polysemantic and has the universality of denoting the holistic

characteristic of subjectivity (which includes self-movement, autonomy, referring to

oneself, and reflection) as applied to humans, the collective human world and its

subsystems, etc. The assemblage of a subject and the assemblage of society are

mutually determined, interrelated, and conditioned. The process of a person’s

assemblage as the subject of their own life, activity, cognition, transformation, etc. in

the process of socialization is integrated into the assemblage of a subject-society, which

is formed by individual and group subjects. Marcel Mauss (1996) and later Pierre

Bourdieu (1998) by introducing and grounding the concept of habitus in sociology

essentially labeled the concentrated result of the assembly of the individual subject of

social action in the likeness of the social structures that influence this process.

In the broad sense, the habitus of personality includes any learning and habits

acquired and inherited in childhood. In a narrow sense, in Bourdieu’s interpretation, it is

a person's sense of their own place in society, which enables them to choose or discard

the opportunities open to them based on an understanding of what they can and cannot

claim in life. This sense determines the level of a person's pretensions to a place under

the sun and largely results from the influence of the subculture in which the personality

has been formed (economic, class, professional). Habitus is a certain model of the

integrated result of the influence of society and personality development, which

synthesizes the structure of the mind, the acquired cognitive constructs, dispositions,

attitudes, meanings, ways of life, and everything that encapsulates the human

experience gained in communication, interaction with people, social communities, and

social institutions.

“The individual draws the social world into itself; it, like the world, is constructed

through the dispositions of the consciousnesses of individuals, serving as nodes

for the growth of social structures, and its structure of consciousness is

isomorphic to the structural conditions of the world in which it emerges”

(Kniazeva, 2010: 86).

The assemblage of subjects occurs in a self-organizing society by means of their

synergistic interactions in the forming social groups, which gives these groups clear

advantages over other formal communities in the economic, political, or geopolitical

spheres. These advantages of highly synergistic groups of the proper assemblage are

accomplished primarily by their ability to reduce aggression and increase cooperation.

Secondly, these groups are less centralized and have significantly more internal

variability and diversity. Thirdly, they have a higher level of trust, collectivism, and a

sense of responsibility for the whole, which makes the collective mind and collective

intellect more productive.

Kurgansky, Kovalenko y Kovalenko / Cooperación de sujetos en formación como base metodológica para

enriquecer la experiencia de la interacción social en los jóvenes estudiantes

The synergetic interaction of subjects based on the coevolutionary principles of the

art of living together conditions the formation of a holistic evolutionary structure of an

emergent nature (higher efficiency of the whole than the sum of its elements, novelty,

mutual influence, and non-reducibility of the whole and the part). The ideas of

coevolution as a social model of the strategy of partnership are aimed at ensuring

sustainable co-development of subjects, i.e. their integration and connection, in living

with and in each other, cooperation, and empowerment of the individual.

“‘The art of living together’ consists in the ability to support unity with variability, the

cultivation of selfhood, the uniqueness of the personal ‘Self’ with simultaneous isolation

from the environment and fusion with it” (Kniazeva, 2010: 88). The young generations

raised in an era of capitalist economic development, competition, and selfish

consumerism do not have the necessary experience of coevolution, the art of living

together for the sake of the future. Their structures of social consciousness are

dominated by the ways of differentiating and dividing people based on differences rather

than by ways of integrating and uniting subjects based on their shared values, ideals,

and meanings. The habitus inherited by these generations poses an obstacle to

cooperative sustainable development with the self-organizing social structures in which

they live.

The pedagogical concept of enriching the experience of social interaction considers

the nonlinear nature of growth and transformation of personal constructs in the process

of self-interaction and self-generation of a person. Contrary to the traditional notions of

the formation of personality in the process of socialization, determined only by the

unfolding of time and the linear evolution of society, the concept of enriching students’

individual social experience utilizes the synergistic factor of the dynamics of change and

the mechanisms of formation of personal neoformations in the context of increasing

environmental uncertainty.

The technology of enriching the experience of social interaction of student youth

(Kovalenko, 2018) is based on the methodology of the assemblage of development

subjects and consistently:

- formats, saturates, and conceptualizes the conceptual field of students' social

interaction in the coordinates of the values, meanings, and norms of the traditional

collectivist culture of the Russian world and the image of their nation's future;

- anchors students' worldview in traditional culture through practices of cultural

inheritance and the inclusion of youth in socially significant and personally acceptable

forms of joint activities and interaction;

- expands the socio-intellectual resources of the individual through the development

of skills of a systemic analysis of objects, phenomena, and processes of the changing

world, the skills of strategic planning of the image of the future, not present in the

current situation and in personal experience, and the skills of creating systems of

collective intelligence in network communities and teamwork;

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- develops the subjectivity of future specialists by forming an individual managerial

concept based on the full management function, the methods of self-regulation and self-

organization, and increasing the scale of responsibility for decisions made;

- forms the skills of individual and group reflection, control over one's own

consciousness, and a reflexive mode of students' life activity.

4. Conclusion

In the face of globalization, the modern world experiences the problem of the sharp

decline in the effectiveness of strategies to resolve social contradictions on the basis of

the right of the strongest in a unipolar world. Thus, new methods and platforms for

building dialogue and cooperation need to be found.

The inherited habitus of the youth of consumer society is saturated with the spirit of

individualism, competition, and the power of money and does not match the scale of the

emerging problems of social integration and sustainable development of coexisting

communities. Humanitarian education is suffering a conceptual and philosophical crisis.

Demand arises for an educational paradigm of training subjects of life activity and

development.

One of the directions of preparing future generations for life in an uncertain future is

the practical implementation in the education of the ideas of coevolution, as the art of

living together for the sake of the future based on the assemblage of development

subjects in their synergistic interaction.

The concept of pedagogical enrichment of the student's social interaction experience

is, in our view, one of the promising attempts to improve the traditional educational

process in higher education on such an integrative theoretical and methodological basis.

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