The inclusion of teenagers in school partnership as a pedagogical condition of the formation of their social responsibility

The article presents the results of the experimental work on the formation of social responsibility of teenagers in school functioning in the process of implementation of one of the most important pedagogical conditions that is the inclusion of teenagers in partnerships with other students, teachers, parents, and other adults. The article shows that at each stage of the experiment the condition gradually becomes complicated: from the establishment of partnerships to matching partner's interests and, finally, the experience of mutual social responsibility. The performance indicator of the implementation of the condition for the inclusion of teenagers in partnerships is their transition from the level of situational social responsibility to the sustainable and meaningful level of social responsibility.