FUNCTIONS OF OSTRACISM IN THE EDUCATION SYSTEM

Abstract

In the article, the author tries to reveal the features of the ostracism functions within the system of conditions of modern education and systematize the socio-psychological manifestations of the social exclusion of individuals or groups. Particular attention is paid to the analysis of the system of the phenomenon functional content, its manifestations in the educational space, the impact on the personality that lack of attention and recognition has. People who are ostracized in educational institutions for a long time demonstrate a low level of mental health.

The article is devoted to the analysis factors of the main stages of the formation of the group and individual’s entry into the academic education system. It is indicated that a person needs belonging to a group in order to survive. As a result, each individual has increased cognitive abilities for the manifestation of denial of social acceptance signals. Thus, the rejection or alertness of the group is a threatening situation, which is perceived as a feeling of personal insecurity and leads to ostracization of the individual. The actual conditions of ostracization in the educational environment are highlighted, the practical side of individuals stay in the educational space is analyzed, and the division of ostracization functions into two main groups by the nature of the action is established.

The role of considering the passage of personal development stages within the academic group is indicated, according to the generally accepted scientific framework for the formation of the group, which can be characterized by: determining the boundaries of the group, developing new skills among its members, developing and defining appropriate group roles, generating plans and ideas, coordinating coexistence alternatives, conflict resolution, implementation of joint activities and support for unity. Conclusions are drawn in the system of ostracism functions in the educational space that each group goes through the stages of conflict, misunderstanding, rejection of ideas and individual members of the group in the process of formation, which gives the basis to assert that ostracization is an integral element of the entry and formation of individuals in the educational environment. Further consideration of this problem is seen in a more detailed study of the main functional influences arising from the threat of belonging, ambiguity, uncertainty of situations and failure in relationships; the study of the interdependence between ostracization and individual processes of formation in the educational group.