Communicative competence of the individual. Personal competencies of employees: conditions for the formation and development Competent personality

LECTURE 1.

Lecture plan:

1.1. The concept of "competence" of the individual, the semantic division of the concepts of "competence" / "competence".

1.2. The concept of professional competence of a teacher.

1.1. The concept of "competence" of the individual, the semantic division of the concepts of "competence" / "competence".

In general scientific terms, the translation of the Latin words competentia (belonging, rightfully owned), competens, competentis (appropriate, capable, knowledgeable). Allows us to formulate the following definition: “a competent person is a knowledgeable, knowledgeable specialist in a certain area, who has the right, according to his knowledge and authority, to do or decide something, judge something, who has the right to resolve issues as subordinate” .

Interest in competence research arose in the 1960s in the United States as a response to the socio-economic crisis. In those years, the ineffective activity of specialists in various fields of the economy was associated with the incompetence of their teachers. Further, the development of competence-oriented education is associated with the appearance of the works of R. White, N. Chomsky, in studies in which competence is filled with personal components, including motivation, thinking and speech.

The introduction of new constructs into vocational education - competencies and competencies, as well as the significant development of the competency-based approach in foreign science, was facilitated by the works of B. Oscarson, J. Raven, A. Shelten, in domestic science, the work of V.A. Bolotova, L.V. Vedernikova, A.A. Verbitsky, I.A. Zimney N.V. Kuzmina L.A. Kupriyanova, O.G. Larionova, A.K. Markova, E.A. Sadovskaya, E.I. Sakharchuk,
V.V. Serikova, Yu.G. Tatura, A.V. Khutorsky and others.

A.A. Verbitsky, I.A. Winter, O.G. Larionova note that after Russia's entry into the Bologna process, which began with the Lisbon Convention of 1997 and the division of the pan-European goals of education, involving the development by students of key or basic competencies necessary for successful professional activity and a prosperous life in society. And also after the publication of the texts "Strategies for the modernization of the content of general education", "Concepts for the modernization of Russian education for the period up to 2010" and "The main directions of the socio-economic policy of the Government of the Russian Federation for the long term." The introduction of a competency-based approach into domestic education is beginning, which should replace the traditional or knowledge approach.

The competence-based approach, focusing on the demands of the labor market, involves the formation of practice-oriented knowledge and skills that enable students to effectively solve professional problems and problems of social relationships, that is, the formation of professional and social competence. Also, this approach provides for a certain scientific terminology, to which the terms “competence” and “competence” refer.

A.V. Khutorskoy proposes to distinguish between the concepts of "competence" and "competence" as general and individual. Competence is understood as “a certain alienated, predetermined requirement for the educational preparation of a student, for mastering a set of interrelated personality traits, knowledge, skills, and methods of activity. The term "competence", according to the scientist, can be used to fix the already held personality traits, "possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity" .

Yu.V. Frolov and D.A. Makhotin share the concepts of "competence" and "competence", linking the first with the content of the future professional activity, and the second with the personality traits of the future specialist.

SOUTH. Tatur and A.A. Verbitsky offer the following semantic division of the concepts of "competence" and "competence" of a specialist. “We propose to consider the subjectivity and objectivity of the conditions that determine the quality of professional activity as a classification basis for separating these concepts. We will call the objective conditions “competencies” and understand them as areas of activity of a specialist, his rights and obligations, fixed by various official documents: laws, decrees, orders, regulations, instructions. As subjective conditions - "competences" we will consider personal qualities, knowledge, skills, abilities, desires, and responsibility of a specialist developed at the time of performing professional actions.

A significant contribution to the study of competence is made by the British psychologist J. Raven. In 1984, in the work "Competence in Modern Society", a detailed definition of competence is given. It is such a phenomenon that "consists of a large number of components, many of which are relatively independent of each other, ... some components are more cognitive, and others more emotional, ... these components can replace each other as components of effective behavior" .

By competence, J. Raven understands the specific ability necessary to perform a specific action in a specific subject area and includes highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. According to J. Raven, to be competent means to have a set of specific competencies of different levels. At the fundamental level, there are all specific skills and abilities for performing a certain action, and at the highest level, there are competencies for organizing activities of any kind: initiative, organizational skills, communication skills, and the ability to reflect. J. Raven divides all competencies, the presence of which ensures the successful completion of the work begun, into three groups: cognitive, affective and volitional [Ibid.].

The most important in the theory of J. Raven is the statement about taking into account the interests, goals, priorities (personal and social) of each person when assessing his competence in this area. J. Raven notes that the components of competence will manifest themselves and develop only in conditions of activity that is interesting for a person. That is why he calls competencies "motivated abilities".

Domestic scientists-researchers of professional activity from different positions consider both the very concept of "competence", certain types of competence, and its structure.

According to E.A. Sadovskaya competence is determined not only by knowledge of direct practical importance, but also by the system of value orientations and personal meanings of a person, his general beliefs and ideas about himself, people, society and nature.

N.F. Efremov and A.V. Khutorskoy define competence as generalized, developed personality traits, a set of semantic orientations necessary for productive human activity.

The definition of the competence of a specialist with higher education is found in Yu.G. Tatura “The competence of a specialist with higher education is the desire and ability (readiness) shown by him in practice to realize his potential (knowledge, skills, experience, personal qualities, etc.) for successful creative (productive) activity in the professional and social sphere. Conscious social significance and personal responsibility for the results of this activity, the need for its continuous improvement.

According to V. A. Bolotov, V. V. Serikov, the nature of competence is such that, being a product of training, it does not directly follow from it, but is rather a consequence of the individual’s self-development, his not so much technological as personal growth, a consequence self-organization and generalization of activity and personal experience. Competence is a way of existence of knowledge, skills, education, which contributes to personal self-realization, finding the student's place in the world, as a result of which education appears as highly motivated and in a true sense, personally oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its very own significance.

The phenomenon of personality competence on the basis of an existential-humanistic approach is considered as an integrative quality of a person, including: deep personal and professional beliefs, knowledge and skills, abilities, needs and motives, values and meanings, emotional and volitional attitudes of a person. Competence, reflecting the experience gained by the individual, makes it possible or impossible to realize its potential, effectively perform professional activities, and self-actualize the person as a whole.

Competence does not imply any fixity and immobility. At any moment, on the one hand, it can be considered as being in the process of development, and on the other hand, as the result of this process.

Sections: School administration

Appendix 1 , Appendix 2 ( can be viewed by contacting the author of the article)

The goals of education for the 21st century, formulated by Jacques Delors:

learn to know;
learn to do;
learn to live together;
learn to live"
defined in essence the main global competencies.

Traditionally, the goals of school education were determined by a set of knowledge, skills and abilities that a graduate should master. Today, this approach is not enough today, society (vocational schools, industry, family) needs not know-it-alls and talkers, but graduates who are ready to be included in further life activities, able to practically solve the life and professional problems that they face. Today, the main task is to prepare a graduate of such a level that when he gets into a problem situation, he can find several ways to solve it, choose a rational way, substantiating his decision.

And this largely depends not on the received ZUNs, but on some additional qualities, for the designation of which the concepts of “competence” and “competence” are used, which are more consistent with the understanding of the modern goals of education ..

The main task of the modern education system is to create conditions for quality education. The introduction of a competency-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the ability of a person to respond quickly to the demands of the time.

The competence-based approach in education is associated with student-centered and current approaches to education, since it concerns the personality of the student and can be implemented and verified only in the process of performing a certain set of actions by a specific student.

In this regard, in the modern pedagogical process, the role of professionally competent teachers in the educational activities of students organized by them is significantly increasing.

Competences are “embedded” in the educational process through:

Technologies;
educational content;
OS lifestyle;
The type of interaction between teachers and students and between students.

So, what is “competence” and “competency”?

Competence- 1) the range of issues in which someone is well aware; 2) the circle of someone's powers, rights.

Competent- 1) knowing, aware; authoritative in a particular industry; 2) a specialist with competence

Competence- this is a range of issues, phenomena in which a person has authority, knowledge, experience.

For example: educational competence of students, pedagogical competence of a teacher, medical competence of a doctor, etc.

In other words, competence is the ability to establish and implement the connection between “knowledge-skill” and the situation.

I. Hasan notes that competencies are goals (set before a person), and competencies are results.

A competent specialist, a competent person is a very profitable prospect. The formula of competence is offered. What are its main components?

Firstly, knowledge, but not just information, but that which is rapidly changing, diverse, which must be able to find, weed out from unnecessary, translate into the experience of one's own activity.

Secondly, the ability to use this knowledge in a particular situation; understanding how to get this knowledge.

Thirdly, an adequate assessment of oneself, the world, one's place in the world, specific knowledge, whether it is necessary or unnecessary for one's activity, as well as the method of obtaining or using it. This formula can logically be expressed in this way:

Competence= mobility of knowledge + flexibility of the method + critical thinking

Of course, a person who embodies such qualities will be a fairly competent specialist. But the mechanism for achieving such a result remains not yet developed and seems rather complicated. As an option, they offer a model of psychological and pedagogical support for the development of students, aimed precisely at the formation of their competence.

Competence is a complex formation, an integrated result of learning, there are types or areas of competencies. They can be divided into three groups.

1. Social competencies associated with the environment, the life of society, the social activity of the individual (the ability to cooperate, the ability to solve problems in various life situations, the skills of mutual understanding, social and social values and skills, communication skills, mobility in different social conditions).

2. Motivational competencies associated with internal motivation, interests, individual choice of a person (learning ability, ingenuity, skills to adapt and be mobile, ability to achieve success in life, interests and internal motivation of a person, practical abilities, ability to make one's own choice).

3. Functional competencies associated with the ability to operate with scientific knowledge and factual material (technical and scientific competence, the ability to operate with knowledge in life and learning, to use sources of information for one's own development)

Formation of students of key competencies in the educational process called the competence approach.

The complex of these life skills is central in the system of the competence-based approach, as well as the end result of training.

The model covers all levels and types of education: preschool, basic and complete secondary, vocational and higher, extracurricular, postgraduate and distance education with access to continuous education, to the ability of the individual to learn throughout life.

The subjects of activity in the system of the competence-based approach are, first of all, the student, parents and state structures, which, both directly and indirectly, through the state education policy, influence the formation of the individual. These are also the subjects of the pedagogical process in the education system - an educator, a psychologist, a teacher.

Subjects of activity in the system of competence-based approach:

Subjects of the pedagogical process in the education system -

The main groups of competencies are largely interconnected. Therefore, each subject of the system can influence the development of social, motivational, and functional competencies.

The graphic division of the subjects was made according to the priority of influence: the family and primary education motivate for learning and development (motivational competence), school and higher education create conditions for development and contribute to the acquisition of knowledge (functional competence), other subjects of the system contribute to the social development of the individual ( social competence). The dialectic of development in this respect can be designated as follows:

Motivation Functional skills Socialization Motivation

This scheme can be viewed as a path from motives through the acquisition of the necessary functional baggage to socialization; in the process of socialization, new motives are formed, the chain of transformations is carried out at a higher level. Therefore, the core competencies are necessarily interconnected. At the same time, the mechanism of psychological and pedagogical support for the development of students does not fundamentally change, provided that a different classification is used and other main groups of competencies are identified.

Competences are classified:

Key ones include (working with numbers, communication, information technology, self-learning, teamwork, problem solving, being human).
By type of activity (labor, educational, communicative, professional, subject, profile)
By spheres of public life (household, civil society, art, cultural and leisure, physical education, sports, education, medicine, politics, etc.).
In the branches of public knowledge (in mathematics, physics, in the humanities, in social science, in biology).
In the sectors of social production.
According to the components of the psychological sphere (cognitive, technological, motivational, ethnic, social, behavioral).
In the areas of abilities (in physical culture, mental sphere, public, practical, executive, creative, artistic, technical, pedagogical, psychological, social).
In areas according to the levels of social development and status (readiness for school, competence of a graduate, young specialist, specialist - trainee, manager).

As you can see, there are a lot of competencies, but as you noticed, key (main) ones are distinguished among them.

Hierarchy of competencies:

key competencies - relate to the general (meta-subject) content of education;
general subject competences - belong to a certain range of subjects and educational areas;
subject competencies - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

Key competencies include:

Social competence is the ability to act in society, taking into account the positions of other people.
Communicative competence is the ability to communicate in order to be understood.
Subject competence is the ability to analyze and act from the standpoint of certain areas of human culture.
Information competence is the ability to master information technologies, to work with all types of information.
Autonomization competence is the ability for self-development, self-determination, self-education, competitiveness.
Mathematical competence - the ability to work with numbers, numerical information.
Productive competence is the ability to work and earn money, be able to create your own product, make decisions and be responsible for them.
Moral competence is the willingness, ability to live according to traditional moral laws.

According to the program for introducing a competency-based approach to the educational process, the following key competencies are distinguished.

1. Cognitive competence:

– educational achievements;
- intellectual tasks;
- the ability to learn and operate knowledge.

2. Personal competence:

– development of individual abilities and talents;
- knowing your strengths and weaknesses;
- the ability to reflect;
- the dynamics of knowledge.

3. Self-educational competence:

– ability to self-education, organization of own methods of self-learning;
– responsibility for the level of personal self-educational activity;
– flexibility in applying knowledge, skills and abilities in conditions of rapid changes;
- constant self-analysis, control of their activities.

4. Social competence:

- Collaboration, teamwork, communication skills;
- the ability to make their own decisions, to strive for awareness of their own needs and goals;
- social integrity, the ability to determine a personal role in society;
– development of personal qualities, self-regulation.

5. Competent attitude to one's own health:

– somatic health;
– clinical health;
– physical health;
- the level of valeological knowledge.

It is necessary once again to emphasize the main feature of competence as a pedagogical phenomenon, namely: competence is not specific subject skills and abilities, not even abstract mental actions or logical operations, but specific, vital, necessary for a person of any profession, age, related state.

Thus, key competencies are specified at the level of educational areas and subjects for each level of education. The list of key competencies is determined on the basis of the main goals of general education, the structural representation of social experience and the experience of the individual, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in society:

Value-semantic competence.
General cultural competence.
Educational and cognitive competence.
Information competence.
Communicative competence.
Social and labor competence.
Competence of personal self-improvement

The level of education, especially in modern conditions, is not determined by the amount of knowledge, their encyclopedic nature. From the standpoint of the competence-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use the acquired knowledge. With this approach, the goals of education are described in terms that reflect new opportunities for students, the growth of their personal potential.

With positions of the competency-based approach, the main direct result of educational activities is the formation of key competencies

From this point of view school goals in the following:

teach to learn, i.e. to teach to solve problems in the field of educational activity;
to teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems;
to teach to navigate the key issues of modern life - environmental, political, intercultural interaction and others, i.e. solve analytical problems;
to teach to navigate in the world of spiritual values;
to teach how to solve problems related to the implementation of certain social roles;
to teach how to solve problems common to different types of professional and other activities;
to teach how to solve the problems of professional choice, including preparation for further education in educational institutions of the system of professional

The formation of students' competencies is due to the implementation of not only the updated content of education, but also adequate teaching methods and technologies. The list of these methods and technologies is quite wide, their capabilities are diverse, therefore it is advisable to outline the main strategic directions, while determining that, of course, there is no recipe for all occasions.

The potential, for example, of productive methods and technologies is very high, and its implementation affects the achievement of such a learning outcome as competence.

Allocate the main tasks:

- creating conditions for the development and self-realization of students;
- the assimilation of productive knowledge and skills;
- the development of the need to replenish their knowledge throughout life.

What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:

The main thing is not the subject you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.
Spare neither time nor effort on the upbringing of activity. Today's active student is tomorrow's active member of society.
Help students to master the most productive methods of educational and cognitive activity, teach them to learn. .
It is necessary to use the question “why?” more often in order to teach to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.
Remember that it is not the one who retells that knows, but the one who uses it in practice.
Encourage students to think and act for themselves.
Develop creative thinking by comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.
It is necessary to show students the perspectives of their learning more often.
Use diagrams, plans to ensure the assimilation of the knowledge system.
In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.
Study and take into account the life experience of students, their interests, features of development.
Be informed about the latest scientific developments in your subject.
Encourage student research. Find an opportunity to familiarize them with the technique of experimental work, algorithms for solving problems, processing primary sources and reference materials.
Teach in such a way that the student understands that knowledge is a vital necessity for him.
Explain to students that each person will find his place in life if he learns everything that is necessary for the implementation of life plans.

These useful rules-tips are only a small part, only the tip of the iceberg of pedagogical wisdom, pedagogical skill, and the general pedagogical experience of many generations. To remember them, to inherit them, to be guided by them - this is the condition that can make it easier for the teacher to achieve the most important goal - the formation and development of personality.

THEORETICAL STUDIES

UDC 130.3:316.6:378 BBK С53

SOCIAL COMPETENCE OF A PERSON: ESSENCE, STRUCTURE, CRITERIA AND SIGNIFICANCE

S. Z. Goncharov

Key words: competence, social competence, culture, cultural capital, humanitarian education, spirituality, values, creativity, personality.

Summary: The social competence of a person is an integrative social quality of a person, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, a subjective ability to self-determination, self-government and rule-making; the ability to implement social technologies in the main areas of life (in the system of social institutions, norms and relations) in accordance with the proper level of culture, morality and law.

The issue of social competence is relevant due to a number of circumstances of a general and particular nature. With the growing influence of human capital, the importance of education and training of specialists increases. The educational policy of Russia, noted in the Concept for the Modernization of Russian Education for the Period up to 2010, takes into account not only national interests, but also general trends in world development that affect the education system, in particular:

Expansion of opportunities for political and social choice, which makes it necessary to increase the level of readiness of citizens for such a choice;

A significant expansion of the scale of intercultural interaction, in connection with which the factors of sociability and tolerance are of particular importance;

The increasing role of human capital, which in developed countries makes up 70-80% of national wealth, which, in turn, determines the intensive, outstripping development of education for both youth and adults.

The ability for political and social choice, communication skills and tolerance, advancing the development of education presuppose the social competence of the individual. But, from a theoretical point of view, the main thing, in our opinion, is the concept of human capital.

"Capital" in Latin means "main". In economics, capital is understood as a certain economic relation, expressed as a self-increasing value based on production through circulation: that is, capital is understood in a purely material form, behind which the human dimension is hidden. The human content of capital after Marx was rediscovered by specialists in cultural anthropology and ethnology, exploring the formation of society in its purest form using the example of archaic societies that do not know market relations. They introduced the concept of collective symbolic capital and proved that actually human connections form a human society. Such a society is formed on the basis of the spiritual property of people - "those values that unite them without coercion and which they are ready to defend together"; collective memory, the actions of heroes as models, as well as habitus as “a way of harmonizing human practices with the precepts of collective memory that have become a cultural norm, on the one hand, and collective goals and projects, on the other” . A. S. Panarin very accurately defined symbolic capital as “socially mobilized spirituality, acting as an instrument of human social cohesion” . Human capital is a living, personal or subjective being of symbolic capital in the form of culturally developed human productive forces, thanks to which people begin to produce as people - to produce not just cement, steel or profit, but to culturally reproduce the fullness of their lives in all the richness of human subjectivity. Within the framework of such a “cultural economy”, behind the external relation to the “other” (object), the subject sees an internal relation to himself, to human productive and creative forces that are imprinted in the object. “A person does not lose himself in his object only if this object becomes for him a human object or an objectified person. This is possible only when this object becomes a social object for him, he himself becomes a social being for himself, and society becomes for him the essence in this object. Therefore, “man is a self-directed (seb&gvuh) being. His eye, his ear, etc., are self-directed; each of his essential forces possesses in him the property of self-striving. The relation to the other is the point of view of the consciousness still captured by the object. Attitude towards oneself is the position of self-consciousness that does not lose itself in the subject. For capital like

real category of the economy (D - T - D"), cultural (symbolic) capital is hidden as a category of cultural anthropology, expressing human connection and human community. Just as industry, the entire objective world of wealth is an "open book" of human essential forces, their objective expression In our opinion, the way out of the impasse of total objectification (from the word - thing) and capitalization is the orientation of education towards cultural capital as well.

Secondly, social systems are "sensory-supersensory". Sensory perception is given only the external, objectively fixed side of this reality. Its essence in the form of relations between people is not given to perception. For relations are comprehended "only in ideas", by the power of abstraction. Perception deals only with the bearers of relations. Thus, the state is the organized common will of citizens, represented in the authorities and citizens. Such a will is the substance of the state, and neither "microscope" nor "chemical reagents" will help in its understanding. Here you need the proper power of thinking, which is brought up over the years. Moreover, social reality is reflected within itself, has a “being-for-itself”, i.e., it functions through the guiding and regulatory function of consciousness, which requires holistic and reflective thinking, social competence as a whole for orientation in such a reality.

Thirdly, the one-sidedness of the training of specialists lies in the fact that the emphasis is on the relationship "man - profession" and "man - technology". At the same time, the decisive role of the “man-man” relationship, which is also important in non-professional areas of people's life, is missed.

Fourth, the public consciousness in Russia is characterized by insufficient clarity in understanding the phenomenon of engineering and technology. They are usually reduced to the material principle. Technology is an artificial organ of the human will for the realization of goals. Technology is a system of "people - technology", taken in an operational-procedural state, as an operational field, where actual operations occurring in time and operations objectified in space interact. For man, technology is not something else, but "his other." Technology expresses the active relationship of people to each other and to nature. Technique, like technology, is material (for processing nature), social (for processing people by people) and intellectual (for processing meanings, ideal reality). Social technology (social organizations), in contrast to material, is non-material, it is created from relations between people, from the coordination and subordination of such relations, and is represented in the minds of people by an appropriate system.

values. It cannot be perceived by the external senses. For example, the state is an organization of the common will of citizens for a common life. This general will is regulated by the Constitution and the whole subsequent system of law. As such, the state is a system of relations between people, guided by the duties and rights of citizens, officials; it is supersensible and is comprehended only by consciousness. Buildings, equipment, official uniforms are only the outward expression of normatively organized relations between citizens. The state can function if the citizens consciously act according to their duties and rights; it is "strongly conscious" of the people, voluntary loyalty, obedience to the law of citizens. Therefore, it "does not exist in animals" (Aristotle). Intellectual technology (all methods of spiritual labor) is the highest level of technology. Since only representatives of spiritual labor develop social and intellectual technology, only they are able to appropriate it and establish their monopoly on it - on managing the entire social life process, on education, science, art, justice, etc. By virtue of such a monopoly, a significant part of people act not the subject, but the object of social processes. In order to weaken this trend, it is expedient to implement universal higher education with proper humanitarian and social training of specialists. Social technology is immeasurably more complicated than material technology. The life of a person is connected, first of all, with this specific technique. And in order to be a subject in the system of social relations and norms, organization and management, citizens must have proper humanitarian and social training. Such training is technologically necessary for every citizen, regardless of his profession. The question arises not only about professional, but also about social competence. Fifth, as evidenced by the experience of economic contract work with enterprises, representatives of the latter note a number of shortcomings in young workers. This is an undeveloped ability for self-determination, independent choice and decision-making, the inability to evaluate one's actions from the standpoint of a common cause and social irresponsibility; vague understanding of the need to perform production duties with high quality, weak communication in business communication about common interests, inability to cooperate with the efforts of others in solving common problems, focusing on personal interests with indifference to the common cause, simplified and underestimated claims. These shortcomings make themselves felt to an even greater extent outside of professional activity - in the areas of personal and civic life. These shortcomings can be reduced to one diagnosis - the uncertainty of value consciousness, abstract social knowledge, indistinct

twisted subjective qualities and the lack of proper skills to implement social technologies in the personal, civil and professional spheres of life. The noted circumstances determine the relevance of educating social competence.

The concept of social competence

The Latin term "compete" means "know", "be able", "achieve", "correspond" (4, p. 256; 6, p. 146). The terms "competence" and "competence" were usually associated with law. Competence is understood as the powers, duties and rights granted by law, other regulatory act to a state body or official, and competence is the correspondence of the abilities and skills of the subject to exercise competence. Competence is a form of power permitted by law. Competence is the real quality of the subject, which he can possess even without competence. The complication and specialization of social institutions and relations required the expansion of the concept of competence in relation to other professions. It turned out that competence is important in the professional activities of a teacher, doctor, manager, etc. Professional competence means the correspondence of the knowledge, abilities and skills of an employee to his professional and official duties and rights. But an employee outside his profession also has other social statuses, depending on belonging to a particular community, be it family, a circle of relatives and friends, public organizations, citizenship, a nation, etc. Such statuses are important for an individual no less than a profession. There is a need for a concept that would fix the correspondence of the values and knowledge, abilities and skills of the subject to his real social status, according to the proper level of culture, morality and law. The metaphor “social maturity” acted as the sought-for concept. There is reason to clarify the desired concept as social competence. The judgment “a good person is not a profession” expresses the attitude of an obsolete technogenic civilization, in which people reproduce themselves within the limits of material-technological parameters and live a partial life (chained to the “wheelbarrow of the profession”) at the cost of losing its completeness and integrity. K. Marx qualified such an attitude as the fruit of "professional cretinism."

The social competence of a person is an integrative social quality of a person, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, a subjective ability for self-determination, self-government and rule-making; ability to implement social technologies

in the main spheres of life (in the system of social institutions, norms and relations) according to the proper level of culture, morality and law.

Structure of social competence

The structure of social competence is understood as its main components and various content levels. Social competence contains the following structural components: axiological - in the form of a hierarchy of the main life values; epistemological - correct social knowledge necessary for a person to interact with himself (self-education, self-development), with other people for the optimal solution of socially significant tasks; such knowledge presupposes methodological, categorical, reflective and projective thinking; such thinking operates with systemic connections of the whole, which allows the subject to solve social problems fundamentally, in a general way, and vary the general solution in a variety of ways in relation to changing particular situations; subjective - readiness for self-determination and self-government, initiative and rule-making, the ability to independently generate new causal series in social reality and be responsible for what is accepted and done; praxeological (technological), meaning the ability to implement humanitarian and social technologies and communications in the system of social norms, institutions and relations.

These components are correlated as follows: values and knowledge act as guiding, regulatory and control functions and directly focus on certain actions (the subject knows what to do according to values and knowledge); subjective qualities constitute the personal basis of social competence; the praxeological component is resultant - the effectiveness of the operational-practical inclusion of the subject in social reality depends on it.

Social competence is an operationally formalized social (life, existential) personality methodology. It is not information that is decisive, but the methodology in the field of values and knowledge, anthropology and sociology. Its distinctive feature is the synthesis of values and technologies. In the structure of the personality, this competence occupies the middle level, linking the upper, spiritual and theoretical, with the lower, practical and functional, directly serving everyday life. Without the middle level, the upper level will become abstract, cut off from social reality, and the lower level will become value-blind and methodologically blind. Social competence is not associated with dreams, but with action, with the translation of values.

stei and knowledge in the volitional process of self-determination and practical action. Therefore, in this competence, will is of particular importance, that is, the ability of the subject to determine himself for action according to values and knowledge. The mind proposes, but the will affirms. Possession of methodology is inherent in thinking, which is not completely absorbed by an external object, but makes its actions an object and becomes self-directed. Reflective thinking allows the subject to move away from the learned content, look at it from the outside, transform it into a project of new options for action and communication. Social competence is inherent in the subject, which is the “for-itself-being” of sociality, i.e., sociality directed at itself, self-directed, self-designed.

In the content of social competence, one can distinguish various contents associated with its three levels: individual-personal, social and life-futurological. This is, firstly, the content associated with the bodily, mental and spiritual life of a person. It includes the ability to independently build a hierarchy of values, to think conclusively, consistently and systematically, to master the technique of expressing thoughts, mental self-management, mastery of health technologies, and psychosexual literacy. Such content includes, in general, personally developing technologies that support and develop the bodily, mental and spiritual forces of a person. This, secondly, is the content associated with the existence of a person in the social life process, in the system of social institutions, norms and relations. Such content is transsubjective, supra-individual, it implies an understanding of the uniqueness of social reality, the purpose of social institutions, the main spheres of society, the value foundations of being a person, family, team, homeland, law and state, politics and economy, labor and property, profession and specialty. ; the ability to implement communicative, economic, legal and other technologies in civilian life. If the content of the first level is connected with internal experience, then the content of the second level is connected with external experience. This, thirdly, is the content that is determined by the unfolding of a person's life in time: the ability of the subject to design a scenario of his own life and plan his life path. A person “writes” his life immediately on a “clean copy”. The irreversibility of the life process is dramatic. The content of the life-futurological level includes knowledge about the features, advantages and disadvantages of the main periods of human life. It allows a young person to understand his socio-anthropological “coordinates” and his capabilities, to combine values and knowledge into the project of his life, to inform them of a semantic life orientation and to realize himself as a responsible person.

the creator of one’s own destiny, to understand one’s life in dynamics, and not as a static stay in carelessness in the care of elders.

Criteria and empirical indicators of social competence can be represented, according to its four structural components, as follows.

1. Value self-awareness of the individual. It is found in her ability to express chosen values in concepts, to justify them, to evaluate events from the standpoint of such values, to determine in concepts the value bases of being a person, a collective, the Motherland, the state, labor, property, etc., her social status; express in terms of their cultural and other self-identification; in formalized goal-setting, in the social orientation of behavior, in the dominant elements of the way of life.

2. Specific social knowledge manifests itself in methodological, categorical, reflexive, projective and constructive (operational feasibility) thinking, in the ability to understand the unity in the diverse, the universal in the particular, to solve social problems in a general way and to vary solutions in relation to specific circumstances.

3. Subjective qualities are manifested in the ability of a person to self-determine in acts of thinking, will, faith and feelings; in moral, political, professional and other respects; independently make choices, make decisions, bear personal responsibility for what is accepted and done, creatively model new socially significant options for action and communication; in self-government, amateur performance, self-education. The final indicator of subjectivity is the independence of the individual.

4. The praxeological component of social competence is expressed in the possession of life techniques in the spheres of personal, civil and professional life, in organization and technological constructiveness, in effective productivity per unit of time.

The final indicator of social competence is social synergy - the ability of a person to coordinate personal and general interests, corporate-professional and state, to cooperate with personal efforts with the efforts of others, to cooperate, to work in a team.

Social incompetence is a discrepancy between the values and knowledge, abilities and skills of a person with his real social status, level of culture, morality and law; it manifests itself as value promiscuity and omnivorousness, indifference to the life of the collective, the state, the country; inability to create a common cause that is important for the people, lack of independence, thoughtless performance due to the fading of the ability to self-determination, existence primarily as an object of social processes

owls; in general, as an inability to use those social opportunities that are objectively available. At the same time, a person turns out to be subjectively not at the height of their realization. In such a person his social nature is not awakened.

Social Competence as a Final Result of Liberal Education

The term "humanitarian education" literally means the formation of the human in a person, his generic, general cultural abilities that organize all the special manifestations of a person as an individual, specialist, citizen, etc. General abilities are modified into special ones - into professional skills to competently implement those or other technologies according to the specialty. Humanitarian education is related to professional education as universal content is to special. Developed general abilities create "starting" advantages in independent life - in the spheres of professional and non-professional.

The human in man is represented by culture, the world of perfect samples of human subjectivity. The development of universal abilities is carried out through the assimilation of culture, more precisely, those productive and creative forces that are embodied and imprinted in culture as the abilities of its creators, whether it be theoretical thinking, productive imagination, aesthetically organized contemplation, morally sensitive will, spiritualized faith, a loving heart, conscience, etc.

Humanitarian education is, therefore, the transfer and development from generation to generation of absolute social wealth - the universal productive and creative forces of man. The reproduction of these forces in the humanities education belongs to a variety of universal spiritual work.

The goal of humanitarian education is the upbringing of a cultured person as a self-determining subject who knows how to choose and develop "perfect", objectively the best contents and on this basis to live worthily among people and create in culture. With such a goal, this education acquires a clear value orientation, free from simplification; solidity and spirit of perfection, so inherent in culture.

The goal of liberal arts education is achievable within its three-level structure. This is the level of spiritual value (axiological); the level of development of general cultural abilities (creative anthropological) and the level of socio-technological (praxeological). At the first level, the value self-consciousness of the individual develops, at the second - a holistic spiritual act in the unity of the main spiritual forces, at the third -

em - the ability of the individual to implement socio-cultural technologies in relation to himself and to other people in the system of social institutions, relations and norms. The three marked levels have an anthropological substantiation: they express a stable structure of human subjectivity, which includes the emotional-value, rational-volitional and operational spheres. Within the framework of these three levels, the quality-forming basis of liberal arts education is being created.

The goal of the spiritual and value level of humanitarian education is the development of a person's consciousness from the spiritual stage to the spiritual one, the upbringing of love and the will for perfection, the rooting of the spirit in the perfect content of culture and the derivation of a system of specific values from it. Love for perfection is the source of all subsequent positive values and qualities of a person, a true hierarchy of values, a sense of quality and a true rank, the immunity of the soul from destructive sociality. The spirit of perfection is expressed in values. Spiritual values guide the strategy of life; personal, social, professional self-determination of a person, his motives, his choice of a model of his "I", lifestyle and life path. Projecting values in young souls, the teacher thereby sets the social orientation of youth behavior. The axiological level is decisive and defining. It obliges the teacher to the greatest social responsibility.

In the education of value consciousness, a course is very effective, which includes a descriptive part "Great people of Russia" (saints, ascetics, heroes, generals, politicians, scientists, writers, artists, philosophers, etc.) and a theoretical part, revealing the value system and experience their personal acquisition. In the development of the spiritual and value sphere of students' self-consciousness, the leading disciplines are the history of Russia, religious studies, philosophy, ethics, aesthetics, and a cycle of cultural disciplines. The history of Russia develops a sense of the native and the Motherland, elevates it to historical and national self-awareness, to an understanding of the historical rank of Russia in religion and culture, politics and economy. Russia is a great historical product of many generations. Each of them receives it as a gift for the creative heritage and under personal responsibility. Russia is not the property of a single generation. But each generation is one of the living branches on the mighty historical tree of Russia. Russia, our motherland, is above classes, estates and parties, above every person and every sovereign. She spiritually feeds everyone, and everyone feeds her and serves her. There are no such values, even "universal ones", for which it would be worth sacrificing Russia. The feeling of the native, the Motherland will certainly come to new generations by educating them in historical memory, national and civil self-

consciousness, dignity and honor of a citizen of the Russian State. All citizens of Russia are members of the single and most important political organization called the "Russian State", they all have a document on such membership called a "passport". The passport is our single "membership card", obliging to fidelity, service and honor. When presenting a passport to young people, they should take an exam on their knowledge of the basic provisions of the Constitution and other state normative documents that regulate the behavior of citizens in the main areas of their social life. We, teachers, are faced with the task of spiritually conveying Russia to new generations. Donate, don't betray. Russia is a great power of geopolitical importance. Russia is a whole cultural continent that spiritually nourishes foreign-speaking peoples. Russia is a great family of the peoples of Europe and Asia. Russia is native, Motherland. And we, her sons and daughters, do not have the slightest need to exaggerate the historical rank of Russia. He is so great. But we do not need to underestimate this rank, to be ashamed of our achievements in the pre-Soviet and Soviet periods of history. The great historical rank of Russia should enter the minds of young people so that they understand what country they live in, what tasks the country faces and what they personally need to do according to the rank of Russia.

The path to humanity lies through the native Fatherland. Universal human values are revealed to each nation in national forms. Tolerance presupposes the ability to see in the diversity of peoples the unity of the human race, in the difference of ethnic cultures - the unity of the human spirit; that is, to understand unity in diversity, identity in difference, universal in particular. If, however, one takes only the point of view of the particular, then one particular is opposed by another particular, and consciousness will see only differences without their internal unity. Everyone will begin to insist only on his special. As a result, the differences will sharpen to hostile opposites, to a sharp contradiction, which will eventually make you look at the subject more deeply and see behind the special the universal content that exists through the special, and not next to it. In the same way, the particular does not exist outside the universal, but as a form of its peculiar being. The universal is the meaning of the special, and the special is the “body” of the universal. Only within the framework of the universal content can a creative synthesis of opposites into harmony be realized.

Religious studies (philosophy of religion) reveals the spiritual experience of different peoples in their experience of absolute and ultimate values, shrines; expounds the evolution of the human spirit in the development of religious belief, immerses the souls of students in the experience of folk purification of the soul, introduces them to the culture of spiritual work and burning. Ethics addresses free will

of a person, clarifies the main moral feeling - conscience, teaches understanding of the equivalence of the dignity of each person, regardless of his social status, nationality and gender, reveals the moral forms of experiencing social relations, the moral traditions of the people. Aesthetics and culturological disciplines reveal the features of human exploration of the world from the standpoint of a developed productive imagination and sensual contemplation, a form of aesthetic experience of reality; develop the experience of perfection on the basis of its samples in the world of culture, teach understanding of the essence and originality of national cultures. Philosophy substantiates the hierarchy of values, which constitutes the decisive core of the worldview and directs the goal-setting of the individual, and hence her behavior.

In general, the axiological level is ideological. Within its framework, knowledge about the world and man is brought to self-consciousness, and self-consciousness of the individual - to a system of principles and values that direct a person's attitude towards himself and other people, towards God and nature. Values, we note once again, are directly chosen by spiritual feelings, and not by the logic of thought. Domestic culture has a clearly expressed spiritual and moral orientation. That is why it is precisely on the basis of national culture that it is only possible to educate students in that system of values, which they will accept freely, voluntarily and sincerely as something native, as a spiritual torch in the relay race of generations. Cultural (symbolic) capital is acquired by a person within the framework of the spiritual and value level of education.

At the creative-anthropological level, value self-consciousness is fixed by the development of a holistic spiritual act in the unity of the main productive and creative forces; this is theoretical (conceptual) thinking, the ability of a person to build and independently rebuild his actions in accordance with objective laws and meanings; conscious will - the ability of a person to determine himself to act according to values and knowledge; productive imagination and aesthetic contemplation - the ability to freely generate images in their semantic integrity and perceive sensory reality in culturally developed forms; faith - the will of a person to higher, perfect, absolute values; love is an artistic feeling of comprehension of perfection; conscience - the ability to evaluate thoughts and deeds from the standpoint of due perfection.

In a developed form, thinking is expressed in science, will - in moral and political-legal relations, imagination and contemplation - in art, faith - in religion. Thinking purposefully organizes all the abilities of a person as a social being. It is a technological system of the intellect, coordinating all its operations into a coherent semantic ensemble. Will

translates value self-consciousness and thinking into behavior; without it, the living “conveyor line” of the human soul will stop. Productive imagination and the aesthetic contemplation organically connected with it is the true womb, where creativity is mysteriously born. Faith integrates the semantic composition of self-consciousness into a whole, into a worldview. Without it, consciousness becomes torn, mosaic and unhappy.

Theoretical thinking allows a person to understand objective truth, moral will - to do good, imagination and contemplation - to perceive beauty, faith - to acquire a perfect ideal and absolute values, and love - to artistically experience ideals and values, see the best, choose it and live it. Schemes of a developed imagination migrate to the subconscious, organize its "chaos" into the spiritual "cosmos" and, working in an automatic mode, become intuition. Intuition gives rise to an involuntary guess, a situation of "eureka", insight, which, "like a flash of lightning", illuminates a new vision of reality. Growing together, all these forces form a holistic spiritual act. In it, the "solo" of each ability is complemented by the "chorus" of all the others. A “symphony” of the spirit arises, giving a person a wealth of worldview and world experience, involuntary creativity. These universal abilities in their integrity are the most reliable basis for the formation of special social and professional skills. So, the ability of a specialist (doctor, engineer, etc.) to optimally solve professional problems hides developed logical thinking, productive imagination, aesthetic taste, intuition, responsibility and honesty, which are so important in professional “reliability”. The integrity of general cultural abilities allows the individual to understand and experience culture, successfully navigate interdisciplinary relationships, self-educate, be self-determined and amateur, socially mobile, promote creative productivity, professional and spiritual growth and the full implementation of the individual in diverse activities, communication and thinking. To separate general cultural abilities from professional ones means to make the former empty, and the latter value-blind and uninspired. As a result, upbringing is separated from education and a pedagogical marriage arises - an irresponsible specialist and a citizen who brings grief to himself, his family and those around him.

Anthropological level is the basis of liberal education. He informs the target anthropological orientation - what abilities and how to develop, defines didactics and pedagogical technologies. The teacher is called upon to develop the ability to productively carry out spiritual acts through knowledge. The knowledge itself does not teach the mind (i.e., skill). Without justified an-

tropological target orientation pedagogical technologies, "innovations" degenerate, as a rule, into scholastic formalism.

The content of the praxeological level is the development of students' skills to implement humanitarian and social technologies - logical, psychological, valeological, spiritual, legal, communicative, economic, etc. This technological level of operational and practical orientation directly connects humanitarian education with practical life. Within its framework, special courses of 8-16 hours on such issues are effective: how to think logically, manage yourself, improve yourself, protect your rights, conduct business communication, etc. Such special courses form specific skills necessary for independent living and in the non-professional sphere . A well-known flaw in the teaching of the humanities is the separation of the two extreme poles from each other - values and technologies; at the same time, solid theoretical knowledge is not brought to a specific operational form, to the answer to the student's question: what can I personally do according to values and knowledge? Each humanities discipline has this operational-practical aspect, addressed to the activities of students.

The three-level structure of humanitarian education makes it possible to substantiate the optimal set of academic disciplines, their volume and purpose (what values, abilities and practical skills they develop), to inform humanitarian education of a human-creative, personally developing character, orients education towards a classical basis (culture), towards an intensive path, rather than extensive (much knowledge in subjects) and allows you to very accurately determine the performance indicators of liberal arts education. The three-level structure of liberal arts education is a necessary prerequisite for educating the social competence of an individual.

Social Competence in the Strategy for the Development of Vocational Pedagogical Education

Vocational pedagogical universities train personnel capable of competently teaching a particular specialty. At present, the training of such personnel includes two main components - professional and psycho-pedagogical. The synthesis of professional and psychological-pedagogical components is the "growth point" of a new type of specialist. New because this synthesis takes into account the importance of the relationship: "person - profession" and "person - person". But the psychological and pedagogical component is only part of the humanitarian and social content in the training of specialists. If we gradually strengthen the role of humanitarian and social content in the structure of

re-training of PPO personnel, the result will be a model of a specialist who equally possesses both professional and humanitarian and social competence.

At present, the humanitarian component in the form of a psychological and pedagogical component is tied to the profession. The synthesis of the humanitarian-social and professional components focuses more on the relationship "person-person" and "person-profession". This orientation is adequate to the professional and pedagogical profile of the university, the name of which indicates the unity of professional and humanitarian content.

In our opinion, the mission of RSPPU as a leading university in the field of vocational education is to develop and gradually implement a fundamentally new model for training a vocational education specialist. The novelty lies in the harmonious synthesis and equivalence of the two main components - humanitarian, social and professional, values and technologies. The result of such training is a specialist with humanitarian, social and professional competence. RGPPU is designed to overcome the factory stereotype of narrowing the personality of an employee to a "labor force" and give two "professions" - to be a cultured person and a competent specialist. A modern employer will also speak out for such a synthesis.

The unity of these two foundations allows the individual to successfully master personal development, social and professional technologies, to be self-determined in the system of social norms, relationships and institutions, socially mobile, open to retraining and assimilating innovations of a humanitarian, social and professional nature, communicative, etc. The gradual convergence of the professional and humanitarian-social components in the training of specialists will allow RSPPU not only to successfully fulfill the state order for the training of highly qualified specialists, but also to diversify the range of services to meet the diverse needs of the population, both in professional and personal development. The rationale for a long-term mission will allow understanding the specifics and prospects of training professional and pedagogical personnel in a broader socio-cultural context, expanding the range of specialties and specializations in the humanities and social profile and thereby improving one's position in the educational services market. Thanks to a thorough substantiation of such a mission, RSPPU can become a theoretical center for the development and implementation of a new model of a specialist in the 21st century.

Education of social competence requires appropriate scientific support. This, in particular, is a clear purpose of the work programs of the humanities, i.e. what values, subjective qualities

they are called upon to educate people and skills. Secondly, it is an academic discipline in the senior courses "Social competence: values, knowledge, skills". According to the structural components of social competence, such a discipline could include the sections "Axiology", "Social epistemology", "Subject of social processes", "Social praxeology". The content of this discipline can be presented in the form of methodological conclusions from the cycle of humanitarian and social disciplines.

In conclusion, it should be noted the scientific, applied and pedagogical significance of further concretization of the concept of social competence. This concept is especially significant in the development of state educational standards, regional and university components of such a standard, work programs of humanitarian and social disciplines. This concept, appearing in the form of a metaphor "social maturity", is realized intuitively, and not discursively. As a result, proper clarity and accuracy in educational standards and work programs disappear. Social competence is an important characteristic of university graduates, as well as the teaching staff themselves. Finally, the question of the social competence of university graduates is the question of their social protection and self-defense, their ability to master the techniques of social and spiritual security in the sphere of the temptations of anticulture, illegal social groups, secret mystical hermetically closed associations and totalitarian sects. Social competence as the final result of humanitarian training of specialists is a necessary component of effective professional training, the product of which is a cultured person, a moral personality, a creative individuality, a socially competent citizen, a professionally competent specialist and a patriot of the Motherland, open to constructive dialogue with other ethnic cultures.

Literature

1. See: Bourdieu P. Practical meaning. SPb., 2001.

2. The concept of modernization of Russian education for the period of 2010. M., 2002.

3. Marx K. Economic and philosophical manuscripts of 1844 / / Marx K., Engels F. Soch., 2nd ed., M., 1974.

4. Ozhegov S. I. Dictionary of the Russian language. M., 1981.

5. Panarin A. S. Strategic instability in the XXI century. M., 2003.

6. Legal Encyclopedic Dictionary. M., 1984.

Competence means thorough knowledge in any area. Competent person- this is a knowledgeable, well-informed person about something, that is, competence is usually associated with the qualifications of a specialist who has comprehensive knowledge in any professional field.

However, there are areas in which many consider themselves competent without any training, such as sports, medicine, pedagogy, theater, politics. Indeed, there is sometimes enough worldly wisdom and experience, but this does not mean that a person who has shown ingenuity is socially and psychologically competent. This is explained by the fact that socio-psychological competence is primarily a scientific category.

The socio-psychological competence of a person is a special knowledge about society, politics, economics, culture, etc. In other words, socio-psychological competence in its content resembles what was once called a worldview. It allows a person to navigate in any social situation, make the right decisions and achieve their goals.

The antipode of socio-psychological competence is incompetence, illiteracy, ignorance, superstition, mysticism, fantasy out of touch with life.

Socio-psychological competence is a multidimensional phenomenon. It consists of communicative, perceptual (cognitive) competence and knowledge in the field of interaction, behavior.

Communicative competence, according to Professor L.A.Petrovskaya, has a double meaning - it is both an empathic property (empathy), and knowledge about the ways of orientation in various situations, fluency in verbal and non-verbal means of communication. Perceptual competence means the degree of conformity of the formed pictures of the world, stereotypes, images with scientific pictures of the world. Competence in the field of interaction is reduced to knowledge about the nature of social influences.

Of particular importance for socio-psychological competence is empathy, which affects the cognitive sphere, the depth of penetration into the situation, and identification. At the same time, socio-psychological competence manifests itself at different levels: the macro level (politics, the activities of the upper echelons of power); middle level (social institutions and communities); micro level (interpersonal communication).

Socio-psychological competence is divided into two types: worldly and professional.

Zhiteiskaya socio-psychological competence is the result of socialization, i.e. adaptation to specific conditions. To be on top in matters of communication, knowledge makes life. Socio-psychological competence in a normal society is beneficial, because a smile, a polite manner of address, and a culture of communication are so valued.

Everyday socio-psychological competence is based on everyday pictures of the world, stereotypes, artistic images, long-term observations, folk experience, knowledge in a particular area. It is called folk wisdom, which has been expressed in mythology, folklore, proverbs, sayings, traditions, customs, way of life, observations in the form of signs, in other words - in the mentality.

For example, there was such a custom as matchmaking. Long before there was a dating service that used information banks about potential marriage candidates, people did a pretty good job of choosing a bride or groom. To avoid mistakes, the selection was made on the basis of a thorough study of the candidate and his numerous relatives. Here we can talk about a kind of longitudinal (long-term and systematic) study, a longitudinal section using methods: biographical, generalization of independent characteristics, observation. Of course, this custom cannot be idealized, but there is a rational grain in it. It is more effective than street dating.

Often, prejudice (superstition), special psychological abilities, on which all sorts of charlatans (ventriloquists, fortune tellers and clairvoyants) speculate, influence socio-psychological competence.

Modern everyday socio-psychological competence is associated with the need to adapt to market relations. It is based on a reassessment of value orientations: the emphasis is not on collective responsibility and lifestyle, but on an individualistic way of life, one's own capabilities, and an internal locus of control.

If modern everyday socio-psychological competence in a normal society is based primarily on knowledge of the laws, then the opposite is observed during the transition from a totalitarian state to a democratic one. In this case, the ability to circumvent the law is valued.

Everyday socio-psychological competence is manifested in various areas: family (in the form of a kind of science of “getting along”), services (circle of connections), in public places (transport, discos, stadiums, clubs, theaters), in interethnic relations, etc. However, in these areas, antipodes of socio-psychological competence are often observed. So, in the service sector, politeness and attention are shown only in relation to the right people, and to everyone else - indifference, in public places instead of goodwill - aggression, shamelessness, respect - only in relation to the authorities, and in relation to the rest - rudeness.

Professional socio-psychological competence is made up of scientific pictures of the world and knowledge in the field of communication.

Socio-psychological competence is of particular importance for representatives of power structures, stage workers (actors, readers, etc.), social workers, diplomats, teachers, psychologists and doctors, employees of special services and law enforcement agencies, service workers, managers and entrepreneurs.

These specialists, as a rule, have appropriate training and deep knowledge in the field of business communication (the ability to establish contact, negotiate); patterns of perception and knowledge of each other by people based on appearance, behavioral symptoms, visual diagnostics; mental impact.

Such people are good physiognomists, they know how to contact not by chance. They, using the possibilities of transactional analysis, skillfully disguise their behavior, win friends not only according to D. Carnegie, but also with the help of other methods that are quite fully covered in the literature.

Considering socio-psychological competence, it is impossible not to say about caste and professional-criminal competence. The first is knowledge of a specific system of etiquette communication in closed communities: the political elite, aristocratic circles, Masonic lodges. It uses its own language, based on special norms, understandable to a narrow circle of people. The second speaks of the presence of knowledge used by criminals to commit illegal acts. In this regard, the so-called socio-psychological competence of fraudsters should be noted. Representatives of this criminal qualification have the knowledge and ability to "work" on trust, i.e. gain confidence in people and commit thefts and scams.

Particularly high demands are placed on the level of socio-psychological competence of government officials - a system of knowledge that allows taking into account the consequences of decisions made and influencing the course of events from the standpoint of respect for human rights and ensuring national interests. If we analyze the competence of government representatives from this point of view, the results are not encouraging. Still very often there are cases of irresponsible statements, forecasts, promises accepted without serious justification and scientific forecasting, for example, in the field of government, economics, national security, and ecology.

Socio-psychological competence is associated with ethical problems, as it is based on thorough knowledge of the technique of mastering "role masks" that allow a person to hide his true face, lead a double life, play tricky games, engage in intrigues, and even go underground. In some cases, this is justified by the need to perform official functions, for example, the activities of diplomats, intelligence officers, actors; in others, situations that deny straightforwardness and require "holy lies." Often, socio-psychological competence is associated with the "Taleyrand syndrome" and is used as a tool of intrigue and treachery.

Socio-psychological competence is determined by the following factors:

individual characteristics (in this case, the type of personality plays an important role, in particular, whether it is intro- or extraverted, autistic or non-autistic, as well as its intellect);
mental states (asthenic and sthenic) and typical moods;
the effectiveness of socialization (for example, a violation of socialization leads to emotional deafness, complexes, aggressiveness);
the influence of cultural differences;
special socio-psychological training.

One of the factors that have a significant impact on socio-psychological competence, and therefore it should be discussed separately, is the cognitive complexity of the individual. There are cognitively simple and cognitively complex people. Cognitive simplicity is based on a one-dimensional perception of the world: either in black or white light without halftones and shades. A cognitively simple personality divides people into “us” and “them”: whoever is not with us is against us. A cognitively complex personality perceives the world in all its diversity and has a positive effect on socio-psychological competence.

The study of characteristics, the analysis of personnel certification show that many people are still far from cognitive complexity (this can be judged, for example, by their position towards entrepreneurs and farmers). Meanwhile, the ongoing social changes make it necessary to learn business communication in order to be competent in a socio-psychological sense. Such a need exists not only among businessmen, managers, but also among many other people.

Today, almost no one can do without socio-psychological competence.

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