Pedagogy of socio-cultural activity: institutional basis and theoretical basis

The article continues the study of the problem of pedagogical implementation of the concept of “social cultural activity”, the defi tion of practical and scientifi heoretical foundations of the pedagogical theory of socio-cultural activity. The institutional basis of socio-cultural activity as a set of organizations (institutions) specializing in educational practices in the fi ld of culture is considered. The activities of these cultural institutions are comparable in terms of resource and organizational potential with the activities of other pedagogical institutions. It is concluded that the basis for the formation of the theoretical basis of socio-cultural activities should be recognized as the apparatus and explanatory capabilities of pedagogical science, which acts as a core for the integration of multidimensional scientific approaches. Based on the analysis of the historical and pedagogical genesis of the theory of socio-cultural activity, the peculiarities of the formation of approaches to the scientifi study of its empirical and theoretical manifestations, a new name for the theory of pedagogy of socio-cultural activity, which is an integral part of general pedagogy in modern Russia, is proposed. The proposed version of the name of the modern theory of socio-cultural activity makes it possible to refl ct as accurately as possible the pedagogical, primarily the educational essence of developing, creative socio-cultural practices of activity and their fundamental connection with pedagogical science. The integrity of the pedagogy of socio-cultural activity is ensured by understanding the process of socio-cultural activity as one of the types of pedagogical activity; the institutional basis of socio-cultural activity as a system of organizations (institutions) specializing in the implementation of pedagogical functions; the pedagogical essence of the results of socio-cultural activities (the results of practice related to the education of the individual and the formation of a culture of social interaction; the results of theoretical refl ction at the level of scientifi analysis of the processes and conditions of education in the fi ld of culture).