The definition of the essence of socially cultural institutions is impossible without analyzing their functions that ensure the achievement of the goal. Society is a complex social education, and the forces working within it are closely related, therefore it is difficult to anticipate the results of each individual action. In this regard, a certain institute performs its specific functions. Their aggregate is the general social functions of institutions as elements, species of certain systems.

An important role in determining the tasks of social and cultural institutions was played by the scientific works of M. Weber, E.Kasirera, Y.Hyuzing. As well as other cultural scientists in the structure of spiritual production, regulatory, integrative and communicative functions are allocated. In any society, complicated multi-level systems are created, specially focused on developing certain knowledge, ideas about life and human itself, as well as plans and goals not only daily, but also calculated For further behavior.

Therefore, the Social and Cultural Institute should have a system of rules and norms of behavior, which within the framework of spiritual culture is fixed, standardize the behavior of their members and make them projected. When analyzing the components of cultural regulation, it is necessary to take into account that the implementation of standards of human values \u200b\u200bis carried out through their integration with social roles and behaviors, assimilation of positive motivations and the values \u200b\u200badopted in society. Socialization is supported by personal institutions (in the family, school, labor collective, etc.), as well as institutions, organizations, cultural and art enterprises.
The study of the trends in the development of the socialization process indicates that in case of complication of the sociocultural field, the mechanism of socialization and its direct cultural application becomes more complex.

The specific function of socio-cultural institutions is the integration that S. Frololov, A. Kargin, G.V. Radach and other researchers. In the social sphere there is a spread of a complex of views, beliefs, values, ideals that are characteristic of a certain culture, they determine the consciousness and behavioral factors of people. Culture institutions are focused on ensuring and preserving the heritage of culture, folk traditions, historical knowledge, which contributes to the consolidation of communication between generations, nation cohesion.
There are different cultures in the global community. Cultural differences prevent people to communicate, sometimes impede their mutual understanding. These differences are often becoming barriers between social groups and associations. Social and cultural institutions strive to the instruments of culture and art to overcome cultural differences, strengthen the bonds of cultures, intensify their relationship and to combine people both in conditions of one culture and its borders.

Consumer installations, which are determined by the norms of behavior, moral and ethical values, ideas, customs, rites, etc. Therefore, the most important tasks of social and cultural organizations are the preservation, transfer and improvement of the subjects of socio-cultural heritage.

The development of forms and methods of communication is the most important aspect of the activities of different cultural institutions. Scientists consider the development of socio-cultural activities during the interaction of societies, when people enter into relations between themselves. Culture can be created jointly by precisely joint actions. T. Parsanes emphasized that without communication there are no forms of relations and activities. Without certain communication forms, it is impossible to raise an individual, coordination of actions, maintaining society as a whole. Therefore, a methodical, stable, diverse system of communications, which maintains the maximum degree of unity and differentiation of public existence is necessary.

In our era, according to the Canadian culturologist M. McLuene, the number of personal contacts with other people has increased significantly. But these relationships are often mediated and unilateral. Sociological studies suggest that such unilateral relations often only contribute to the development of a sense of loneliness. In this regard, socio-cultural institutions through the assimilation of cultural values \u200b\u200bcontribute to the development of real human forms of communication.
Thus, the communicative function of socially cultural institutions is to streamline the processes of broadcasting socially important information, the integration of society and social groups, the internal differentiation of society and groups, the separation of society and different groups from each other in their communication.

Sociologists consider the sphere that allows people to relax from everyday problems, in most cases as leisure, freed from the specific participation in production. Leisure activities are much wider in its content, because it may include the most all kinds of creativity. It is advisable to consider expediently free time in the sense of the realization of the personal interests associated with self-development, the rehabilitation, communication, pleasure, recovery, creative activity. In this regard, one of the most important tasks of the Social and Cultural Institute is the conversion of leisure to the field of cultural activities, where the sale of the creative and spiritual potential of society is being implemented.

Analysis of factors for the formation of a rest is evidenced that libraries, clubs, theaters, philharmonic, museums, cinemas, parks and other similar institutions are the venue for the implementation of cultural initiatives.

The concept of the socio-cultural institution. Regulatory and institutional social institutions. Socio-cultural institutions as a community and social organization. The founding of the typology of social and cultural institutions (functions, form of ownership, serviced contingent, economic status, scale level).

ANSWER

Socio-cultural institutions - One of the key concepts of socio-cultural activities (CCD). Socially-cultural institutions have a certain focus of their social practice and social relations, a characteristic mutually agreed system of suitable oriented standards of activity, communication and behavior. Their emergence and grouping in the system depend on the content of the tasks solved by each separately taken by the Social and Cultural Institute.

Social institutions are the historically established sustainable forms of organizing joint activities of people, designed to ensure reliability, the regularity of meeting the needs of the individual, various social groups, society as a whole. Education, education, enlightenment, artistic life, scientific practice and many other cultural processes are activities and cultural forms with their respective social business and other mechanisms, institutions, organizations.

From the point of view of the functional target direction, two levels of understanding the essence of socio-cultural institutions are distinguished.

First level - normative. In this case, the Social and Cultural Institute is considered as historically established in society a combination of certain cultural, moral and ethical, aesthetic, leisure and other rules, customs, traditions uniting around any main, main goal, value, needs.

The social and cultural institutions of the regulatory type include the Institute of Family, language, religion, education, folklore, science, literature, art and other institutions.

Their functions:

socializing (Socialization of the child, adolescent, adult),

orienting (approval of imperative universal values \u200b\u200bthrough special codes and ethics of behavior),

authorizing (social regulation of behavior and protection of certain norms and values \u200b\u200bon the basis of legal and administrative acts, rules and regulations),

ceremonial-situational (regulation of the procedure and methods of mutual behavior, transmission and exchange of information, greetings, appeals, regulation of meetings, meetings, conferences, activities of associations, etc.).

Second level - institutional. The socio-cultural institutions of the institutional type include a numerous network of services, multiple structures and organizations, directly or indirectly involved in the socio-cultural sphere and possessing a specific administrative, social status and a certain public appointment in their industry, this group includes directly cultural institutions, education , arts, leisure, sports (socio-cultural, leisure service of the population); industrial enterprises and organizations (material and technical support of the socio-cultural sphere); administrative and administrative authorities and structures in the field of culture, including legislative and executive bodies; Research and scientific and methodological institutions of the industry.

So, state and municipal (local), regional authorities occupy one of the leading places in the structure of socio-cultural institutions. They act as authorized subjects of developing and implementing national and regional socio-cultural policies, effective programs for the socio-cultural development of individual republics, edges and regions.

Any social and cultural institution should be considered from both sides - external (status) and internal (meaningful).

With an external (status) point of view, each such institution is characterized as a subject of socio-cultural activities, which has a set of regulatory, personnel, financial, material resources necessary to fulfill the functions intended to him by society.

With an internal (meaningful) point of view, the Social and Cultural Institute is a set of advisable oriented standard samples of activities, communication and behavior of specific persons in specific socio-cultural situations.

Socio-cultural institutions have various forms of internal gradation.

Some of them are officially established and organizationally decorated (for example, a system of general education, a system of special, vocational education, a network of club, library and other cultural and leisure institutions), have public importance and perform their functions across the entire society in a wide socio-cultural context.

Others are not established specifically, but develop gradually in the process of long joint socio-cultural activities, often component of a whole historical era. These, for example, include numerous informal associations and leisure communities, traditional holidays, rites, rituals and other peculiar socio-cultural stereotypical forms. They voluntarily elected by those or other socio-cultural groups: children, teenagers, young people, inhabitants of the neighborhood, students, military, etc.

In the theory and practice of the CCD often used many grounds for the typology of social and cultural institutions:

1. according to the serving contingent of the population:

a. mass consumer (publicly available);

b. Separate social groups (specialized);

c. Children, Youth (Children's and Youth);

2. according to property forms:

a. state;

b. public;

c. joint stock;

d. private;

3. on economic status:

a. non-commercial;

b. semi-commercial;

c. commercial;

4. skipping and audience coverage:

a. international;

b. national (federal);

c. regional;

d. Local (local).

Socio-cultural institutions - the activities of the social and cultural activity of the individual

N.V. Sharkovskaya

The article presents the author's definition of the concept of "Social and Cultural Institute", within the framework of pedagogical paradigms of socio-cultural activities shows the role of social and cultural institutions as the main mechanisms for regulating the manifestation of socio-cultural activity. Reveal problems facing modern institutions in terms of personality development, cultural activity.

Keywords: social and cultural institute, personality activity.

This article is devoted to the consideration of the meaningful essence of institutions that act as a special external mechanism through which the structure of socio-cultural activities affects the functioning of the structure of socio-cultural activity as part of it.

We note that in modern society, every person throughout its cultural vital activity uses the services of a countless set of sociocultural institutions as a means of obtaining initial orientation in its perception of the world. It is in this sense that in our opinion should be approached to understand and disclose the essence of sociocultural institutions in the main areas of social and cultural activities.

Obtaining a person with spiritual support, realizing his ability to know and promotion to freedom, the sociocultural institutions thereby release it significant temporary resources for the manifestation of socio-cultural activity in leisure creative classes. Therefore, a person needs sociocultural institutions primarily to stabilize its livelihoods, and the main thing for exemption from the need to manifest disordered activity.

In general, in these statements, we will be touched upon as the social appearance of institutions -proofing the personality motivation of a person from outside, that is, on the part of the environment and the internal, which prevents the inexpensive use of its capabilities in the process of socio-cultural activities. All this emphasizes the complexity of the study of this phenomenon, which is not amenable to simple explanation.

To understand the actual complexity of the essence of the sociocultural institution in the form of an activity canvas of the social and cultural activity of the personality, we carry out a theoretical analysis of this concept and, accordingly, its structure.

Thus, the initial concept of the institute that had a legal origin was presented by M. Orlya in the work of the "Basics of Public Law", translated into Russian in 1929 according to M. Orlya, who is considered the founder of the methodology of institutionalism, the concept of "institute" has several values. In the first sense, it denotes any organization created by customary or positive right, the second value is due to the presence in the concept of the Institute of Elements of the Social Organization.

The understanding of the presentation of the primancy of the concept of the Institute presented by M. Orlya is essential for us not only in terms of directional consideration of the concepts of "Social Institute", "Social and Cultural Institute", but also to create a copyright.

It should be noted that already in the XIX century. Methods of allocating the concept of the institute from scientific social knowledge were aimed at improving the methods of applying new methodological structures explaining its essence. All these techniques were based on the basis of a sociological approach (E. Durkheim), and then the concept of the institute began to be used and rethought as its methodological instrument with representatives of other approaches, including cultural (B. Malinovsky), systemic (O.I. Besaretsky ) and etc.

In modern humanitarian sciences, several values \u200b\u200bare presented

the concept of "institute", including: a certain group of people performing social functions (Ya. Schepański); a totality of roles and statuses intended to meet a certain social need (N. Smelzer); Fundamental Sensoring Center for the Human Dormitory (F. Heffa).

Using the concept of a "Social Institute" in the implementation of theoretical analysis, the principle of systemism, noteworthy not only the presence of different definitions of this concept in sociology, cultural studies, but also the existence of complicated coodes in the design of the general cultural and subjective reality. In addition, the ability of social institutions does not so much contribute to the functioning of the life of the Company at the historical stage, but also to ensure its translational development, guarantee the continuity of generations, the preservation of moral values \u200b\u200b(N. Smelzer) is directly processed to the processes of personality development, its life elections, in the implementation of which Social and cultural activity is manifested.

In socio-cultural activities, in particular in one of its predecessors -cultural and educational activities, the socio-cultural institute, according to E.M. Keychal, is intended to be studied as a concept that includes a specific set of cultural and educational institutions with deficious signs that allow them to be considered in the form of some unity and at the same time to distinguish this institute from other social cultural institutions.

Actually, in theory and organization of social and cultural activities, as Yu.d believes. Prayers, under the sociocultural institute should be understood as an actively valid subject of a regulatory or institutional type, which has certain formal or informal powers, specific resources and means (financial, material, personnel, etc.) and performing the relevant socio-cultural function in society.

In general, the determinations of the concepts of "Social Institute", "Socio-Cultural Institute", contained in the writings of Ya. Schapanskogo, N. Smelezera, E.M. Kloisko, Yu.D. Beauty, objective, although they leave thinking behind the brackets, its types: conceptual, artistic, clarity, visual-shaped. However, without them, it is impossible to recreate not only public norms, rules, but also cultural standards, interpersonal relations, for all of them in their integrity regulate the socio-cultural activity of the individual.

From this position, a methodologically substantiated approach to the definition of the concept of "sociocultural institution", based on the one hand, on the functional aspect, reflecting a significant function or a complex of social functions produced from the public relations system, which has developed in the pedagogical process of socio-cultural activities; And on the other hand, on the realization that exist in relation to the role models of social behavior of the subjects, which defined by the rules of institutions.

In our opinion, the Socio-Cultural Institute is a complex public education, the content of which are social relations and coordinated collective actions, ordered for purposes and means of existing institutions in a particular environment, as well as the forms of unification of subjects into socio-cultural activities, expressed by social rules, in T . h. The concept of resources. As a rule, in their totality, they are organizationally decorated to perform certain functions in the field of active leisure activities that have social importance.

From the essence of this definition it follows that the sociocultural institute, being an open system for the formation of social and cultural activity of the individual, exists and develops in general formula: Cultural needs are socially significant functions. However, it is important to take into account the fact that the process of the development of these functions is carried out according to the internal laws of sociocultural institutions, including through overcoming the contradictions inherent in them. For example, the meaningful block of external pro-

the fatigue between the "fundamental ideas of this society and the specific forms of the existence of these ideas" (F. Heffa) in social institutions, which includes contradictions between differences in the requirements for the subjects of social and cultural activities by diverse institutions, between the value systems of new types of sociocultural institutions and traditional, as well as internal contradictions, i.e., within the same institute, in general, contributes to their cultural change and, accordingly, hierarchy of socially important functions.

With these general methodological positions, it can be concluded that it is the subject itself, its activity is able to lead the differences in the differences to some unity and find an indiscriminate link between them and their own cultural desires, social interests. The ability to achieve this is based on the freedom of choosing a sociocultural institution of leisure, psychological and pedagogical confidence in it.

Despite the fact that the sociocultural institution relates to a certain system of needs, which he must satisfy (B. Malinovsky), including on the basis of their synthesis, the content of cultural needs often ambiguously reflects the essence of the conditions that caused institutions in public and cultural environment. . For the "removal" of this contradiction, it is important to apply to the consideration of the socio-pedagogical component of the conditions that contribute to the emergence and successful functioning of sociocultural institutions.

Based on the study of sociological, socio-pedagogical works N. Smelze-RA, Ya. Schapaansky, A.V. Mudrica We have allocated conditions that determine the pedagogical success of the system of institutions in terms of the formation of social and cultural activity of the individual. Among them, we denote priority: an equal representation of the coexistence of traditional and innovative forms of organization of sociocultural institutions to achieve the continuity of their use in the process of forming the social and cultural activity of the individual; reasonable organization sociocultural

institutes of Free Creative Space for Collective Action Representatives of Social and Cultural Communications: Small Groups, Corporate Teams, Public Associations and Formations, depending on specific situations.

In its unity, these conditions defining the translational development of sociocultural institutions, in most cases are subject to changes from socio-historical time, which also does not always coincide with the time of the emergence and development of the cultural needs of society, who causing those or other institutions.

We approached, thus, to the problem of integrating sociocultural institutions, which makes it possible to identify the most effective forms and methods, the use of which, in turn, is intended to stimulate the manifestation of the socio-cultural activity of the individual.

According to this, the process of integrating sociocultural institutions into a pedagogical system of socio-cultural activity is able to be based on the initial provisions of the structural and functional approach, including:

Structural elements of the individual as a subject of socio-cultural activity, its cultural needs and social interests, because to meet their subject, it is intended to take an active part in the activities of sociocultural institutions related both to the production, the saving of cultural property and with their distribution in society;

The logicality of the sociocultural institutions of the basic socially significant functions, including the uniformity functions of the implementation of the socio-cultural activities of the subjects, on the basis of which the process of forming their role-playing behavior in the field of leisure time;

Dominance of "fundamental" (term B. Malinovsky) of sociocultural institutions as carriers of social experience and continuity to maintain the stability of cultural activities in society;

The schemes of the composition of the sociocultural institution, based on the institutional idea, the procedure of action (purpose, tasks, principles), in its totality expressed in the rules, technologies, the structure of cultural values \u200b\u200band traditions as a spiritual appearance of the institute.

In reality, the incompatibility of sociocultural institutions on one or another specified provisions leads to a change in the cultural components, as well as forms and methods of action, so important, on the thought of Ya-Pansky, the formulation of the problem of "elasticity" of the Institute in the processes of social change and development.

We believe that the disclosure of the problem of this isv. "Flexibility" of institutions acting as the main managed mechanism through which the processes of formation and manifestation of the social and cultural activity of the individual are possible when contacting pedagogical paradigms - models of social and cultural activities developed by N.N. Yaroshenko. Existing in the paradigs of private initiative in the theory of out-of-school education, collective impact in the theory of cultural and educational activities and social activity of the individual, institutions fully reflect the dependence on the contexts of their formation: political and cultural, economic, socio-pedagogical and therefore are the so-called solid .

Thus, the analysis of scientific materials from encyclopedic publications, magazines on cultural philosophy ("Logos" and others) of the end of the XIX - early XX century, which covered the implementation of methodological concepts of out-of-school pedagogy, confirmed significant representation in the educational and educational process of moving museums, folk exhibitions, clubs, folk houses of the ideas of Neokantian philosophy. The most common of them were: culture of the people and freedom of personality (P. Natorp), active approval of the person in the borders of the metaphysical vision of the world (B.V. Yakovenko), the diversity of the creative aspirations of the personality in culture (I.I. Lapshin, F. Stepun) . Studying the pedagogical experience of the Lithuanian People's House named after the Emper

torah Alexander III showed that a significant role in organizing an educational process for the development of public and cultural activity of adult workers, adolescents, children belonged to the founder of this People's House - Countess S.V. Panina.

In the period from the 1930s before the early 1950s. XX century As a result of the "painting" targets of educating the ideas of party philosophy, not only the broadcast of cultural values \u200b\u200bthrough museums, exhibitions, libraries, but also the organization of the creative activity of the person through clubs, educational societies was characterized by a sustainable politicized orientation. At the same time, the emergence of such new types of sociocultural institutions as the All-Union Society "Knowledge", modified forms of popular universities - home universities that have had a club model, etc., enriched the pedagogical fund of the theory and practices of cultural and educational work in terms of the development of socio-cultural activity. The reasons for their reorganization were directly related to the socio-political processes occurring in society in the late 80s. XX century

At the present stage of the development of socio-cultural activities among the most significant problems facing sociocultural institutions in terms of personality development, cultural activity, stand out:

- "Blur" the essence of public landmarks in the system of interdependencies of modern models of education, ensuring the management of the processes of cultural development of the individual;

Understated evaluation of young people with the role of folk art, nontriviality of his species in the cultural vital activity of society;

Difficulties in creating public youth unions of artistic, ecologist, including insufficiently complete social information exchange between institutions and identity;

Weak cognitive motivation of the younger generation to the assimilation of social and cultural programs, projects offered by sociocultural institutions,

including additional education institutions;

Uneven representation and, accordingly, the realization of the constructive parts of the methodological support of sociocultural institutions: educational, psychological and pedagogical diagnosis and counseling, as well as management.

Inattention to the decision of the designated problems leads to the delaying of the development of personality activity in the field of sociocultural institutions or makes it not fully full.

1. Orlya M. Basics of public law. M., 1929. P. 114.

2. Koko E.M. Ways to increase the social activity of workers in the management of cultural

3. Kiseleva T.G., Krasilnikov Y.D. Social and cultural activity. M., 2004. P. 295-296.

4. Yaroshenko N.N. Social and cultural activity: paradigms, methodology, theory: monograph. M., 2000.

Received 15.08.2008

Sharkovskaya N.V. Social-Cultural Institutes - Behavioral Base Of Personality's Social-Cultural Activity. The Article Gives The Author's Definition of the Notion "Social-Cultural Institute" is a preceded in the article. Within The Framework of Pedagogical Paradigms of Social-Cultural Activeness, The Role of Social-Cultural Institutes AS The Main Mechanisms of Social-Cultural Activeness Manifestation Is Shown. The Problems The Modem Institutes Face from The Point of Personality Development Are Revealed.

Key Words: Social-Cultural Institute, Personality Activeness.

Experimental work on the formation of spiritual and moral qualities of young people in the contemporary museum

SOUTH. Dreary

The article is devoted to the experimental consideration of the problem of the formation of the spiritual qualities of young people in the contemporary museum. It is noted that the museum is both a social institution and a special, unique means of broadcasting social experience, the relationship of history, past with the present and future in being of modern society. This situation requires accounting and creating the necessary socio-cultural conditions for the formation of spiritual and moral qualities of young people in the activities of the modern museum, which has great potential.

Keywords: youth, museum, morality, spirituality.

One of the most essential tasks of modern Russian society is to ensure its self-identification and spiritual and moral self-determination in accordance with the realities of the modern world. It is obvious that it can be achieved only during such a revival of the country, which would be focused not only on the purpose of the present and the future, but also took into account the impact of the past, traditions of domestic and world culture. And this is impossible without the formation of new spiritual and moral qualities of the person.

diverse forms of broadcasting and including sociocultural experience in Genesis and institutions of society. Thanks to these forms, a special "fabric" of society and its space is created, in which the past acquires the status of the cultural and semantic code of the present. In the context of the social reproduction process, the role and features of the existence of a modern museum as a specific "part" and the function of society are revealed. The fact is that "the museum has a conversion of a person to the cultural code in modern culture to him and the actualization of this culture of socio-cultural experience."

Third Groups of Social and Cultural Institutions, mainly manifest themselves in organizing various types of informal creative activities: family, club and gardening facilities, folklore, folk art, folk customs, rites, mass holidays, carnivals, walking, initiative cultural protection societies and movement.

In theory and practice, many other reasons for the typology of social and cultural institutions are often used: 1) in a serviced contingent of the population: a mass consumer (publicly available), individual social groups (specialized), children, youth (children's-youth); 2) by property forms: state, public, joint-stock, private); 3) for economic status: non-profit (non-profit), income (commercial or semi-commercial); 4) scale actions and audience coverage: international, national (federal), regional, local (local).

The structure of the socio-cultural sphere includes subjects of culture, providing mass cultural activities: clubs, entertainment facilities, children's institutions, media, cinema, video rental, museums, libraries, parks, educational institutions and subjects of art: concert halls, theaters, circus, gallery and Exhibition halls, film studios, folk art fishery and crafts, artistic groups, educational institutions.

In the socio-cultural sphere, therefore, they function: art, professional artistic creativity, education; Cultural and leisure activities of the population, mass folk creativity, enlightenment and amateurness; Social protection and rehabilitation of certain categories of citizens by means of culture, art, leisure, sports; interethnic and interstate cultural exchanges and cooperation; Production infrastructure for the creation and provision of the material and technical base of the industry.

It is quite obvious that each of these subproduces can be further gradation and allocating narrower and specific types of organizations and activities. This differentiation finds its embodiment both at the level of adoption of legislative documents and in the practice of managing sectors (departments of museums, theaters, libraries, club activities, regional cultural and art management bodies).

However, the level of interrelations of various socio-cultural institutions in the federal and regional scale is far from the same. Allocate several of the most characteristic indicators of this level: communication is strong and constant: communication is substantial and subject; Contacts are episodic; Partners almost do not cooperate; Partners work in generally.

The causes of the episodicity of contacts between the socio-cultural institutions of the region are, as a rule, the lack of a clear understanding of the content and forms of joint work, the small experience of this cooperation, the lack of a clear program, inconsistencies of plans, insufficiency of attention from municipal bodies, etc.

In the modern process of development and strengthening cooperation between the numerous communities and structures of the socio-cultural sphere, two trends can be distinguished. On the one hand, each social and cultural institution based on its profile and character seeks to maximize their own potential, their own creative and commercial opportunities. On the other hand, for this group of subjects, the desire for social partnership is quite natural. Their joint, agreed and coordinated actions based on the general, coinciding functions of socio-cultural activities are enhanced.

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Introduction

In modern conditions of public changes, the role of culture is rethought, updating its forms and functions. On the one hand, culture still reproduces traditional relationships and patterns of behavior, largely predetermining behavior and thinking of people. On the other hand, modern media forms (television, cinema, printing, advertising) are widely distributed, which increases the formation of ideological and moral stereotypes of mass culture, modern lifestyle.

In this context, the determining role of culture in the general process of modernization of Russia is to form a person as an active entity of economic life and social self-organization. All projects of socio-economic development should include a humanitarian component, to promote the development of spiritual forces and human health, aware of the high meaning of their existence.

In 1928, the CPKIO was laid in Moscow, thus, it was necessary to start creating new cultural institutions - Parks of culture and recreation. After VKIO BPI, like other cultural institutions, significantly expanded the sphere of their activities, becoming increasingly surcharged to carry out mass holidays.

In modern conditions, the role of parks as a traditional democratic mass recreation will increase. For many residents of the city, rest in the parks becomes often the only available opportunity to spend time in nature, take part in massive entertainment. To improve the activities of cultural and recreation parks, it is necessary to hold a phased modernization of the outdated park economy, equipping their modern attraction technique, connecting all engineering networks to communications. In the new conditions, traditional areas of activity of parks should be revised.

The purpose of this work is the consideration of parks as socio-cultural institutions.

The following tasks flow from this purpose:

1. Consider the essence and typology of socio-cultural institutions;

2. Consider the socio-cultural activities of national and natural parks;

3. Consider the activities of the parks of culture and recreation;

4. Make conclusions on the topic of research.

The object of the study is socio-cultural institutions. Subject research Parks.

Socio-cultural institutions - concept and typology

Essence of socio-cultural institutions

Socio-cultural institutions are one of the key concepts of socio-cultural activities (CCD). In the broadest sense, it applies to the spheres of public and socio-cultural practice, and also belongs to any of the numerous subjects interacting with each other in the socio-cultural sphere.

Socially-cultural institutions have a certain focus of their social practice and social relations, a characteristic mutually agreed system of suitable oriented standards of activity, communication and behavior. Their emergence and grouping in the system depend on the content of the tasks solved by each separately taken by the Social and Cultural Institute.

Among each other, the content of the activities and the functional qualities of economic, political, household and other social institutions, the category of social and cultural institutions has a number of specific features.

First of all, it is necessary to emphasize the wide range of the term "Social and Cultural Institute". It covers a numerous network of social institutions that provide cultural activities, processes of preserving, creating, distributing and mastering cultural values, as well as the inclusion of people in a certain, adequate subculture for them.

In modern literature, there are various approaches to the construction of the typology of social and cultural institutions. The problem is to choose the right criterion depending on the target, the nature and content of their activities to classify them. As such, the functional-targeted focus of social and cultural institutions, the prevail of the content of their work, their structure in the system of social relations can appear.

From the point of view of the functional target orientation of Kiselev and Krasilnikov, two levels of understanding of the essence of socio-cultural institutions are distinguished [Kiseleva T.G., Krasilnikov Y.D. Basics of socio-cultural activities: studies. benefit. - M.: Mguk, 1995, p. 294 - 295.]. Accordingly, we are dealing with two major varieties.

The first level is standard. In this case, the Social and Cultural Institute is considered as a regulatory phenomenon as the combination of certain cultural, moral, ethical, aesthetic, leisure and other norms, customs, traditions uniting around any major, main goal, value, needs.

The socio-cultural institutions of the regulatory type is rightfully attributed, first of all, the Institute of Family, Language, Religion, Enlightenment, Folklore, Science, Literature, Art and other institutions, not limited to the development and subsequent reproduction of cultural and social values \u200b\u200bor the inclusion of a person in a certain subculture . In relation to personality and individual communities, they perform a number of extremely significant functions: socializing (socialization of the child, adolescent, adult), orienting (approval of imperative universal values \u200b\u200bthrough special codes and ethics of conduct), authorizing (social regulation of behavior and protection of certain norms and values \u200b\u200bbased on legal and administrative acts, rules and regulations), ceremonial situational (regulation of the procedure and methods of mutual behavior, transmission and exchange of information, greetings, appeals, regulation of meetings, meetings, conferences, activities of associations, etc.).

The second level is the institution. The socio-cultural institutions of the institutional type include a numerous network of services, multiple structures and organizations, directly or indirectly involved in the socio-cultural sphere and possessing a specific administrative, social status and a certain public appointment in their industry, this group includes directly cultural institutions, education , arts, leisure, sports (socio-cultural, leisure service of the population); industrial enterprises and organizations (material and technical support of the socio-cultural sphere); administrative and administrative authorities and structures in the field of culture, including legislative and executive bodies; Research and scientific and methodological institutions of the industry.

So, state and municipal (local), regional authorities occupy one of the leading places in the structure of socio-cultural institutions. They act as authorized subjects of developing and implementing national and regional socio-cultural policies, effective programs for the socio-cultural development of individual republics, edges and regions.

In a broad sense, the Social and Cultural Institute is an actively operating subject of a regulatory or institutional type, which has certain formal or informal powers, specific resources and means (financial, material, personnel, etc.) and performing the relevant social and cultural function in society.

Any social and cultural institution should be considered from both sides - external (status) and internal (meaningful). With an external (status) point of view, each such institution is characterized as a subject of socio-cultural activities, which has a set of regulatory, personnel, financial, material resources necessary to fulfill the functions intended to him by society. With an internal (meaningful) point of view, the Social and Cultural Institute is a set of advisable oriented standard samples of activities, communication and behavior of specific persons in specific socio-cultural situations.

For example, such a social and cultural institution of a regulatory type, as art, with an external (status) point of view, can be characterized as a set of persons, institutions and material resources that carry out a creative process for creating artistic values. At the same time, according to its internal (substantive) character, art is a process of creativity, providing one of the most important social functions in society. Standards of activities, communicate and behavior of creative figures, their roles and functions are determined and specified depending on the genre of art.

Socio-cultural institutions give the activities of people qualitative certainty, significance, both for a separate personality and for social, age, professional, ethnic, confessional groups, for society as a whole. It should be borne in mind that any of these institutions not only a self-self-sufficient subject, but, above all, the subject of education and human formation.

Each of the socio-cultural institutions fulfills its most characteristic meaningful function for him, aimed at meeting those socio-cultural needs, for which it is formed and exists.