SOCIO-CULTURAL INSTITUTIONS - THE ACTIVITY BASIS OF SOCIO-CULTURAL ACTIVITY OF THE INDIVIDUAL

N.V. Sharkovskaya

The article presents the author's definition of the concept of "socio-cultural institution", within the framework of pedagogical paradigms of socio-cultural activity, the role of socio-cultural institutions as the main mechanisms for regulating the manifestation of socio-cultural activity is shown. The problems facing modern institutions in terms of personality development, its cultural activity are revealed.

Keywords: socio-cultural institution, personality activity.

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

Let us note that in modern society, every person throughout his cultural life uses the services of countless socio-cultural institutions as a means of obtaining an initial orientation in his perception of the world. It is in this sense, in our opinion, that one should approach the understanding and disclosure of the essence of sociocultural institutions in the main areas of sociocultural activity.

Providing a person with spiritual support, realizing his ability to learn and advance towards freedom, sociocultural institutions thereby free up significant temporary resources for him to display social and cultural activity in leisure creative pursuits. Therefore, a person needs socio-cultural institutions, first of all, to stabilize his life, and most importantly, to free himself from the need to display disorderly activity.

In general, in these statements, we will touch upon both the social image of institutions - reinforcement of a person's personal motivation from the outside, i.e. from the environment, and internal, which prevents the inappropriate use of its capabilities in the process of socio-cultural activity. All this emphasizes the complexity of studying this phenomenon, which cannot be easily explained.

To comprehend the actual complexity of the essence of a socio-cultural institution in the form of an activity outline of the socio-cultural activity of an individual, we conduct a theoretical analysis of this concept and, accordingly, its structure.

Thus, the initial concept of an institution that had a legal origin was presented by M. Orliu in the work “Fundamentals of Public Law”, translated into Russian in 1929. According to M. Orliu, who is considered the founder of the methodology of institutionalism, the concept of “institution” has several meanings. In the first meaning, it denotes any organization created by custom or positive law, the second meaning is associated with the presence in the concept of the institution of elements of social organization.

Comprehension of the presentation of the fundamental principle of the concept of institution, presented by M. Orliu, is essential for us not only in terms of directed consideration of the concepts of "social institution", "socio-cultural institution", but also the creation of the author's definition.

It should be noted that already in the XIX century. the methods for separating the concept of an institution from scientific social knowledge were aimed at improving the ways of applying new methodological constructions that explain its essence. All these techniques became the basis of the sociological approach (E. Durkheim), and then the concept of the institution began to be used and rethought as its methodological tools by representatives of other approaches, including cultural (B. Malinovsky), systemic (O.I. Genesaretsky ) and etc.

In modern humanities, there are several meanings of a certain

definition of the concept of "institution", including: a certain group of people performing public functions (J. Shchepansky); a set of roles and statuses designed to meet a certain social need (N. Smelser); the fundamental meaning-forming center of human community (F. Heffe).

Using the principle of consistency in the implementation of the theoretical analysis of the concept of "social institution", we note the significance of not only the presence of definitions of this concept that are different in their content in sociology, cultural studies, but also the existence of their complex subordination in the construction of general cultural and subjective reality. In addition, the ability social institutions not so much to promote the functioning of the life of society at a historical stage, but also to ensure its progressive development, guarantee the continuity of generations, the preservation of moral values ​​(N. Smelser) is directly projected onto the processes of personality development, its life choices, in the implementation of which socio-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. Clusko is intended to be studied as a concept that includes a specific set of cultural and educational institutions that have peculiar features that allow them to be considered as a kind of unity and at the same time distinguish this institution from other social institutions of culture.

Actually, in the theory and organization of social and cultural activities, according to Yu.D. Krasilnikov, a socio-cultural institution should be understood as an actively operating subject of a normative or institutional type, which has certain formal or informal powers, specific resources and means (financial, material, personnel, etc.) and performs an appropriate socio-cultural function in society.

In general, the above definitions of the concepts of “social institution”, “sociocultural institution”, contained in the works of J. Shchepansky, N. Smelzer, E.M. Klyusko, Yu.D. Krasilnikov, are objective, although they leave out thinking, its types: conceptual, artistic, visual, visual-figurative. However, without them it is impossible to recreate not only social norms and rules, but also cultural standards, interpersonal relationships, because all of them in their integrity regulate the socio-cultural activity of the individual.

From this position, it seems to us methodologically sound approach to the definition of the concept of "socio-cultural institution", based, on the one hand, on the functional aspect, reflecting a significant function or a set of social functions produced from the system of social relations that have developed in the pedagogical process of socio-cultural activity; and on the other hand, on the implementational one, existing in relationship with the role models of the social behavior of subjects, determined by the rules of institutions.

In our opinion, a socio-cultural institution is a complex public formation, the content of which is social relations and concerted collective actions, ordered for the purposes and means by the establishments existing in a particular environment, as well as forms of association of subjects in socio-cultural activities, expressed by systems of social rules, including .h the concept of resources. As a rule, in their totality, they are organizationally designed to perform certain functions in the field of active leisure that have social significance.

It follows from the essence of this definition that a socio-cultural institution, being an open system for the formation of a person's socio-cultural activity, exists and develops according to the general formula: cultural needs - socially significant functions. However, it is important to take into account the fact that the process of development of these functions is carried out according to the internal laws of sociocultural institutions, including through overcoming their inherent contradictions. For example, a content block of external pro-

contradictions between the “fundamental ideas of a given society and the specific forms of existence of these ideas” (F. Heffe) in social institutions, including contradictions between differences in the requirements for subjects of socio-cultural activity on the part of diverse institutions, between the value systems of new types of socio-cultural institutions and traditional ones, as well as internal contradictions, that is, within the same institution, as a whole contributes to their cultural change and, accordingly, the hierarchy of socially important functions.

From these general methodological positions, we can conclude that it is the subject himself, his activity, that is able to bring the above differences to some unity and find a mediating link between them and their own cultural desires and social interests. The possibility of achieving this is based on the freedom to choose one or another socio-cultural institution in the sphere of leisure, psychological and pedagogical trust in it.

Despite the fact that a sociocultural institution correlates with a certain system of needs that it 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 the emergence of institutions in the social and cultural environment . In order to “remove” this contradiction, it is important to turn to the consideration of the socio-pedagogical component of the conditions conducive to the emergence and successful functioning of socio-cultural institutions.

Based on the study of sociological, socio-pedagogical works by N. Smelzer, J. Shchepansky, A.V. Mudrik, we have identified the conditions that determine the pedagogical success of the system of institutions in terms of the formation of the socio-cultural activity of the individual. Among them, we will designate the priority ones: equal representation of the coexistence of traditional and innovative forms of organization of socio-cultural institutions to achieve the continuity of their use in the process of forming the socio-cultural activity of the individual; reasonable organization of sociocultural

institutions of free creative space for collective actions of representatives of social and cultural communities: small groups, corporate teams, public associations and formations, depending on specific situations.

In their unity, these conditions, which determine the progressive development of socio-cultural institutions, are in most cases subject to changes on the part of socio-historical time, which also does not always coincide with the time of the emergence and development of the cultural needs of society that give rise to certain institutions.

Thus, we approached the problem of integration of socio-cultural institutions, which allows us to identify their most effective forms and methods, the use of which, in turn, is designed to stimulate the manifestation of the socio-cultural activity of the individual.

According to what has been said, the process of integrating socio-cultural institutions into the pedagogical system of socio-cultural activities can be based on taking into account the initial provisions of the structural-functional approach, including:

Structural elements of the individual as a subject of socio-cultural activity, his cultural needs and social interests, because in order to satisfy them, the subject is called upon to take an active part in the activities of socio-cultural institutions related both to the production, preservation of cultural values, and their distribution in society;

The logic of the main socially significant functions performed by sociocultural institutions, including the function of uniformity in the implementation of the sociocultural activities of subjects, on the basis of which the process of forming their role behavior in the sphere of leisure time takes place;

The dominance of "fundamental" (B. Malinovsky's term) socio-cultural institutions as carriers of social experience and continuity to maintain the stability of cultural activities in society;

Schemes of the composition of a socio-cultural institution based on an institutional idea, procedure of action (goal, objectives, principles), in their entirety expressed in rules, technologies, the structure of cultural values ​​and traditions as the spiritual image of the institution.

The discrepancy between sociocultural institutions that takes place in reality according to one or another of these provisions leads to a change in the cultural component, as well as in the forms and methods of action, which is why, according to J. development.

We believe that the disclosure of the problem of the so-called. The “flexibility” of institutions acting as the main controlled mechanism through which the processes of formation and manifestation of the socio-cultural activity of an individual are carried out is quite possible when referring to pedagogical paradigms - models of socio-cultural activity developed by N.N. Yaroshenko. Existing in the paradigms of private initiative in the theory of out-of-school education, collective influence 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, cultural, economic, socio-pedagogical, and therefore are the so-called their fragment .

Thus, the analysis of scientific materials from encyclopedic publications, magazines on the philosophy of culture (“Logos”, etc.) of the late 19th - early 20th centuries, covering the implementation of methodological concepts of out-of-school pedagogy, confirmed the significant representation in the educational process of mobile museums, folk exhibitions, clubs, folk houses of ideas of neo-Kantian philosophy. The most common of them were: the culture of the people and the freedom of the individual (P. Natorp), the active assertion of the individual within the boundaries of the metaphysical vision of the world (B.V. Yakovenko), the diversity of the creative aspirations of the individual in culture (I.I. Lapshin, F. Stepun) . The study of the pedagogical experience of the Lithuanian National House named after the Emperor

Torah Alexander III showed that a significant role in organizing the educational process for the development of social and cultural activity of adult workers, adolescents, and children belonged to the founder of this people's house, Countess S.V. Panina.

Between the 1930s and the early 1950s. 20th century as a result of the "coloring" of the goals of education with the ideas of party philosophy, not only the transmission of cultural values ​​through museums, exhibitions, libraries, but also the organization creative activity individuals through clubs, educational societies were characterized by a stable politicized orientation. At the same time, the emergence of such new types of socio-cultural institutions as the all-Union society "Knowledge", modified forms of public universities - home universities that had a club model, etc., enriched the pedagogical fund of the theory and practice 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 that took place in society in the late 1980s. 20th century

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

- "blurring" of the essence of social guidelines in the system of interdependencies of modern models of education that ensure the management of the processes of cultural development of the individual;

Underestimation by young people of the role of folk art, the non-triviality of its types in the cultural life of society;

Difficulties in creating public youth unions of artistic, environmental and legal orientation, including due to insufficient exchange of social information between institutions and the individual;

Weak cognitive motivation of the younger generation to assimilate social and cultural programs, projects offered by socio-cultural institutions,

including institutions of additional education;

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

Inattention to the solution of the identified problems leads to a delay in the development of an individual's activity in the sphere of sociocultural institutions or makes it insufficiently complete.

1. Orliu M. Fundamentals of public law. M., 1929. S. 114.

2. Klyusko E.M. Ways to increase the social activity of workers in the management of culture

3. Kiseleva T.G., Krasilnikov Yu.D. Socio-cultural activities. M., 2004. S. 295-296.

4. Yaroshenko N.N. Socio-cultural activity: paradigms, methodology, theory: monograph. M., 2000.

Received August 15, 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 presented 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 YOUTH IN THE CONDITIONS OF A MODERN MUSEUM

SOUTH. Deryabin

The article is devoted to the experimental consideration of the problem of the formation of the spiritual and moral qualities of young people in the conditions of a modern museum. The paper notes that the museum is both a social institution and a special, unique means of transmitting social experience, linking history, the past with the present and future in the existence of modern society. In such a situation, it is necessary to take into account and create the necessary socio-cultural conditions for the formation of the spiritual and moral qualities of young people in the activities of a modern museum, which has great potential.

Key words: youth, museum, morality, spirituality.

One of the most significant tasks of modern Russian society is to ensure its self-identification and spiritual and moral self-determination in accordance with the realities modern world. Obviously, it can be achieved only in the course of such a revival of the country, which would be oriented not only towards the goals of the present and future, but also take into account the impact of the past, the traditions of domestic and world culture. And this is impossible without the formation of new spiritual and moral qualities of the individual.

diverse forms of translation and inclusion of socio-cultural experience in the being 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 a cultural and semantic code of the present. In the context of the process of social reproduction, the role and features of the existence of a modern museum as a specific "part" and function of society are revealed. The fact is that "in the museum, a person is connected to the cultural code of his contemporary culture and actualization of the socio-cultural experience necessary for this culture" .

The role of social institutions in culture. Social institutions of culture - a set of social structures and public institutions within which culture develops. The concept of a social institution was borrowed by cultural studies from sociology and jurisprudence and largely retains the semantic coloring associated with the norms of the regulatory activity of a person and society, however, it has acquired a much broader interpretation, allowing one to approach cultural phenomena from the side of their social establishment.

In the broadest sense of the word, social institutions should be understood as specific socio-cultural formations, historically determined ways of organizing, regulating and projecting various forms of social, including cultural, activity. From the point of view of sociology, the most fundamental social institutions present in most sociocultural formations include property, state, family, production cells of society, science, system of communication means(acting both inside and outside society), upbringing and education, law, etc.

The formation of an appropriate social institution of culture depends on the epoch and the nature of the culture. Before a socio-cultural institution emerges as an independent structure, the culture must be well aware of the need for this kind of cultural activity. Far from always people went to exhibitions, theaters, spent their leisure time at stadiums and discos. There were no institutions corresponding to these needs. For entire epochs there were no archives, no concert halls, no museums, no universities. Some needs in the process of development arose, took shape as socially significant, others, on the contrary, died off. If today for the majority of Russians the lack of desire to visit the temple every week is understandable, then a century and a half ago such a thing was unthinkable. In the process of the emergence of needs, it is necessary that goals be formulated in one way or another. For example, why is it necessary to go to museums, to restaurants, to stadiums, to theaters, to visit thermal baths? The goals must also become socially significant.

In general, it is customary to single out some basic types of social institutions to support spiritual production, as well as artistic culture, existing in different eras:

• 1) state, subordinate to the centralized apparatus of power;
• 2) ecclesiastical, based on the support of a religious institution;
• 3) patronage, or patronage, in which the nobility and the rich supported and gave gifts to poets, writers, musicians and architects;
• 4) handicraft, when an object of applied or monumental art is made for the local market or to order;
• 5) commercial, which arose already in pre-industrial society and is associated with market relations;
• 6) self-sufficiency of culture through independent institutions (church, education, creative organizations, cultural industry).

The process of institutionalization is inseparable from the emergence of special norms and rules, which at first can be spontaneous, chaotic, bringing not so much benefit as harm to this type of cultural activity. As a result of such “unorganized” cultural interaction, special procedures, norms, regulations, rules, etc. gradually appear. They are fixed in the form of a social cultural institution, designed to fix the most optimal ways of organizing this form of cultural activity.

The formation of a social institution ends with the creation of a system of statuses and roles, the development of standards covering all aspects of cultural activity without exception. The end of the institutionalization process can be considered the creation, in accordance with the norms and rules, of a fairly clear status-role structure, socially approved by the majority or at least politically supported by the authorities. without institutionalization, no modern culture can exist without social institutions.

Social institutions of culture carry out a number of functions. Among the most important are the following:

• 1. Regulation of the activities of members of society within the prescribed social relations. Cultural activity is regulated, and it is thanks to social institutions that the relevant regulatory regulations are “developed”. Each institution has a system of rules and norms that consolidate and standardize cultural interaction, making it both predictable and communicatively possible; appropriate socio-cultural control provides the order and framework in which the cultural activity of each individual individual takes place.
• 2. Creation of opportunities for cultural activities of one kind or another. In order for specific cultural projects to be implemented within the community, it is necessary that the appropriate conditions be created - this is directly involved in social institutions.
• 3. Enculturation and socialization individuals. Social institutions are designed to provide an opportunity to enter a culture, to become familiar with its values, norms and rules, to teach common cultural behavioral models, and also to introduce a person to a symbolic order. ** This will be discussed in chapter 12.
• 4. Ensuring cultural integration, sustainability of the entire socio-cultural organism. This function ensures the process of interaction, interdependence and mutual responsibility of members of the social group, occurring under the influence of institutional regulations. Integrity, carried out through institutions, is necessary for coordinating activities inside and outside the socio-cultural ensemble; it is one of the conditions for its survival.
• 5. Providing and establishing communications. The communicative capabilities of social institutions of culture are not the same: some are specially designed to transmit information (for example, modern facilities mass media), others have a very limited opportunities, for this purpose or primarily called upon to perform other functions (for example, archives, political organizations, educational institutions); -- conservation of culturally significant regulations, phenomena, forms of cultural activity, their preservation and reproduction. Culture could not develop if it did not have the opportunity to store and transmit the accumulated experience - thereby ensuring continuity in the development of cultural traditions.

From birth to the end of his life, a person is not only immersed in culture, but is also “supervised” by it through appropriate more or less institutionalized cultural forms of influence. Culture is, among other things, an extensive system of mechanisms by which control over a person is carried out, his discipline. This control can be harsh and punitive, aimed at suppressing any unrewarded spontaneity. It can also act as "soft" recommendations, allowing a fairly wide range of unregulated manifestations of the individual. However, a person never remains completely “uncontrolled”: one or another cultural institution “supervises” him. Even alone with ourselves, in the absence of a seemingly direct threat of coercion, we carry within ourselves, on a subconscious or mechanical level, directive indications of cultural instances.

State and culture. Consider such a social institution as the state. The state also plays an important role for culture. Already by virtue of the provision of general social functions by the state (maintaining order, protecting the population), it is the most important prerequisite for culture, without which society is at the mercy of local forces and local interests. The state also acts as an important "customer" and "sponsor", supporting cultural activities financially or through the granting of privileges. On the other hand, neither the essence, nor the dynamics of culture, nor the fate of the state coincide directly with the dynamics of culture, frictions and conflicts are common between them, in which the state may temporarily gain the upper hand, but, having its own potentialities, culture is for the most part more durable.

Regarding the question of the management of culture by the state, there is an opinion that culture is less amenable to institutional ordering than other areas. Due to the special role of creativity in culture, it is associated with the individual activity of artists and thinkers, which does not fit into attempts to regulate it. Can culture be controlled? There are long and sometimes irreconcilable disputes between the two sides on this issue. Thus, cultural figures mainly reject state intervention in such a “creative and subtle” matter as cultural creation. Nevertheless, the intervention of government organizations in the work of cultural organizations and groups is often simply necessary, since without government support they may not be able to withstand difficulties of various kinds (not only financial, but also legal, political, etc.) and cease to exist. At the same time, state intervention is fraught with dependence on the authorities, the ruling circles and the deformation of cultural life as a whole.

If you go back centuries, you can find a lot of evidence of when the state or the church, on the one hand, were the main institutions that supported art, literature and science, and on the other hand, they also banned those areas or denied patronage to those artists, thinkers and inventors who either contradicted social norms or harmed the state or the church. Later, these functions of regulation were increasingly intercepted by the market, although legal principles invariably corrected the market element. And in addition to them, various bodies, institutions and forms of regulation of cultural life and activities (foundations, sponsorship, patronage, academies, titles, etc.) have been formed.

State cultural policy. Cultural policy is a product of state power. It is she who formulates it and ultimately implements it. The diversity of relations between the state and culture once again emphasizes that culture is a special phenomenon, and therefore its management is distinguished by the complexity and variety of forms that are in constant dynamics. It can be said that the culture management system is open and dynamic in nature, just like culture itself. Along with content-conceptual issues of a value nature, economic and legal components play a special role here. They are the main mechanism for the implementation of cultural policy.

The state is the main external institution that regulates cultural activities in modern society. However, the involvement of the state in cultural policy in developed and developing countries is not the same. In the first place, it is more moderate due to the well-established system of regulation of cultural activities on the part of business and public organizations. There the state have the following cultural policy objectives:

• - support for creativity and creation of conditions for creative freedom;
• - protection of national culture and language in the world of expanding international communications and contacts;
• - creating opportunities for involving various segments of the population, especially children and youth, in a creatively active life, depending on their abilities and inclinations;
• - confronting the negative impact of commercialization in the field of culture;
• - promoting the development of regional cultures and local centers;
• - ensuring the preservation of the culture of the past;
• - promoting innovation and cultural renewal;
• - facilitating the establishment of interaction and mutual understanding between various cultural groups within the country and interstate interaction.

In various historical periods of the development of the statehood of specific countries, the interaction between culture and power developed in different ways. The tasks of cultural policy in a democratic society have been discussed above. Totalitarian power encourages an egalitarian, one-dimensional, conformist culture. The values ​​declared by the dominant ideology acquire the phenomenon of an “icon” that requires unconditional reverence. Active rejection of these values ​​is manifested in various forms of dissent, persecuted by the authorities.

For cultural management each country has administrative structures designed to promote cultural development. In the 1960s - 1970s. in many countries ministries of culture appeared, the scope of which was mostly limited to only a few areas.

The broad understanding of culture adopted by many governments includes education, mass communication, social services, youth education. Obviously, the management of such diverse and wide areas is carried out by different departments. Therefore, to coordinate their activities, committees for communication between government departments or parliamentary commissions are created.

A significant place in cultural life is occupied by non-governmental organizations - national and international - associations, writers' and journalistic organizations, various creative teams, private publishing houses, film studios, museums, etc. All of them create a wide network that ensures the cultural activities of the country.

Culture is managed through planning and funding. cultural planning usually included in general social development planning or linked to education and media planning. A serious obstacle in its organization is the lack of substantiated indicators of cultural development and the incompleteness of statistical data. Statistics in the field of culture are usually limited to only a few indicators (number of libraries, museums, newspapers, etc.), there is no information on cultural needs and requests of different population groups, analysis of various types of cultural activities, cultural expenditures and budgets.

Volume Funding for culture in individual countries may vary. Rich countries can afford to spend heavily on formally subsidized education, networking of cultural centers, and so on. Countries that are deprived of large incomes rely more often on the participation of public organizations, foreign aid, the assistance of cultural agencies and various missions from other countries. However, these sources are clearly not enough.

I. Weber's statement is known that "the most difficult art is the art of managing", and it is especially difficult to manage culture and art.

Difficulties in the cultural policy of Russia at the turn of the millennium are not only financial and legal, but also conceptual. At the beginning of the reforms, we announced that Russia was integrating into the global cultural space, and, consequently, recognized the priority of universal human spiritual values, which are actualized through the national mentality. This concept turned out to be an unbearable burden for politicians, as well as for some members of society. The idea that our salvation lies in a national idea has begun to be quite actively put forward. Many, in particular, D.S. Likhachev, reacted sharply to such a formulation of the question: “The nationwide idea as a panacea for all ills is not just stupidity, it is extremely dangerous stupidity ... Life according to the national idea will inevitably lead first to restrictions , and then there will be intolerance... Intolerance will surely lead to terror. Unanimity is an artificiality. Naturally - many-thinking, many-ideas. And further: "Our future is in openness to the world and enlightenment."

Our difficulties with cultural policy are obvious. Conceptually, the priority of the spirit and the freedom of the individual are declared, but practically not implemented, since the legal and economic aspects are not provided.

Culture and market. Another important institution that has a significant impact on culture in developed countries is business.. With significant funds and a functional interest in the field of culture, he turns out to be the most important "cultural politician" and "cultural organizer".

In commercial societies, cultural works become more or less tradable, and the very existence of the artist or thinker is in one way or another connected with commercial factors. Producing on the market means that an art object becomes a commodity - whether it has a unique value or exists in multiple copies. Accordingly, the success of the artist is determined by the demand for his products in the market. Under capitalism, the market becomes the main form of material support for cultural activities, although the market existed before, and remains to some extent under socialism. The artist and writer must create a picture, a book that meets the needs of other people and can be bought by them. Naturally, the wealthy part of the population is able to order and buy works of art, thereby exerting commercial pressure on the artist, who is forced to earn his living. Under these conditions, a difficult dilemma arose between creative freedom and the artist's dependence on commercial success.

The market price of a work of art and any substantive embodiment of spiritual culture (art canvas, novel, scientific discovery) is not directly related to its spiritual value. From the life history of such major writers of the 19th century as Balzac, Pushkin, Dostoevsky, it is known how unstable their financial situation turned out to be. Disputes between the artist and the seller continue to this day, and few cultural figures could achieve material success or even relative prosperity if they relied only on the market. It is also well known that the creators of products that are far from the best, which appealed to the general public, may turn out to be successful in the market. So, the great Dutch painter Vincent van Gogh died in poverty, not recognized by anyone, and later his paintings broke all records on the market and were sold for millions of dollars.

In the conditions of transition to the market, domestic culture has experienced very difficult trials. But, despite all the difficulties, the cultural processes proceed, of course, with varying degrees of intensity - sometimes with positive, and sometimes with negative results.

The main result is the existence of still few market forms of existence of culture. Today it is no longer a state monopoly. Cultural institutions are not only his prerogative. Culture has acquired new forms of ownership, including private and joint stock.

Domestic show business is actively working in market conditions. This is primarily due to the breadth of the market segment, its scale, special demand, and as a result - getting their own tangible finances plus attracting sponsorship funds. The concert and philharmonic market is also reviving today. There are examples here, not only related to the actions of the capital, but also regional ones. Thus, in particular, one can note the activities of the cultural and organizational structure "Premier" in Krasnodar. Several interesting projects have recently been implemented in this city. The world-famous choreographer Y. Grigorovich staged the ballets Raymonda, Don Quixote, Spartacus in a city that never had a ballet troupe, a jazz band was created under the patronage of the famous musician G. Garanyan, a chamber and large symphony orchestras, which was not previously, although the city has an excellent music school named after. Rimsky-Korsakov, Krasnodar State University of Culture and Arts, a newly created choreographic school. These processes are very symptomatic and require theoretical understanding, on the one hand, and their real support, on the other.

The market, with its freedom, provides a certain kind of advantage. But are these actions possible without the organizational-coordinating, managerial principle, the intermediary function of a talented manager? Of course not.

The advantages of the market can also turn into a shadow side. In the absence of a strict legal framework, when intellectual property rights are not yet fully protected, there is an exploitation of the creator by a resourceful manager. There is a well-known scandal with the touring version of The Maids directed by R. Viktyuk, an endlessly lasting conflict between the TAMP production group and the creative team of the film directed by V. Karra over the rights to the film The Master and Margarita ... In this regard, the words become especially relevant T. Jefferson: "The whole art of management consists in the art of being honest."

This is one aspect. The other has to do with the attempt to maximize profits from the exploitation of a cultural good or service. Freeing the artist from the dictatorship of the state or church, the market at the same time makes him highly dependent on commercial demand. There is often a contradiction between commercial benefit and quality. In this regard, our domestic television, both state and non-state, can serve as a vivid example. Violent competition forces channels to satisfy the interests of the audience, as a rule, focusing on a large part of them. It is no coincidence that the airwaves today are divided mainly between information programs, games of all stripes, variety and entertainment products and the demonstration of films of a certain genre orientation: detective, thriller, action movie or soap opera. The share of intellectual, educational programs has been reduced to a minimum, with the exception of the Culture channel. The lion's share of airtime is taken by advertising, since it is it that gives an impressive part of the profit. And the rest of the airtime is divided in accordance with the rating of viewer preferences. We can observe similar phenomena in show business. For example, the unfortunate impresario organizes tours of doubles of famous pop-star groups, fortunately, the expanses of our country are so vast that it is difficult to identify false stars before they fail on stage. Accompanying this process is the fact that some performers very often use a phonogram. It is no secret that commercial viability today often comes into conflict with the quality of cultural products. But this does not mean that there can be no harmonic unity between them. We are seeing growing pains caused by the commercialization of art and culture.

But let us turn to the practice of one of European countries where the cultural sector has traditionally played a significant role. Great Britain can rightly be considered such a country. Promotion of culture by the private sector in England is a tradition encouraged by the state (Department of National Heritage, renamed in 1997 to the Department of Culture, Sports and Media). By the end of the 70s. major cultural institutions such as the Arts Council have introduced some financial research mechanisms and programs. In this mature market, partners work together in perfect harmony, with the expectation that this best practice will soon be adopted by the rest of Europe.

More than half of large commercial companies help culture.

Of the 100 most significant British companies, 60% are somehow involved in the development of culture. Small and medium-sized companies, the number of which is increasing every year, are beginning to realize their benefits from this kind of activity.

A special place in the development of various types of artistic culture is occupied by patrons who have their predecessors in the ancient history of many countries. In our country, the names of such patrons of the arts as P. Tretyakov and S. Morozov are well known.

There are certain contradictions between the participants of the state and big business in maintaining culture, arising from the fact that the state still reflects broader public interests than individual strata and business groups, and therefore can act to the detriment of individual strata and groups. However, there are also positive examples. So the English opera receives about 11% of the total sponsorship; basically these funds go to technical (functional) expenses, rather than to support creative activity. As far as ballet and dance are concerned, they are the main beneficiaries... (15% of the total), etc. Of the total amount of the commercial sector, 54% is actually sponsorship, and only 6.3% is gratuitous corporate donations. Special mention should be made of the National Lottery, which provides financial support to cultural projects in the country.

The income of the National Lottery is 1 billion pounds. Art. annually; part of this income goes to the culture and heritage sectors. The lottery is privately owned. Lottery operators, the consortium have 72% of the income for administrative expenses and prizes; 28% are intended to support culture, sports, charitable and other social needs. Between March 1995 and February 1998, the National Lottery supported 38,518 projects worth £4.7 billion. Art. (of which 8737 cultural projects worth £1.1 billion).

The lottery never fully finances the project, so project managers are required to find the missing amounts: from the state, local city committees and sponsors (donors). One of the conditions under which the Arts Committee allocates funds to cultural organizations is that 10 to 15% of funds received from the private sector.

Family as a social institution of culture. The social institutions of culture regulate cultural activity, and as we know, it includes a complex process of symbolization, which involves not mechanically following established behavioral regulations, but giving them meaning; ensuring the entry of the individual into the symbolic order of culture and the possibility of being in it. In principle, a disciplinary space is any form of social institutionalization - religious, political, professional, economic, etc. Such spaces are most often not separated by an impenetrable line, but are intertwined, overlap each other, interact.

On the one hand, the boundaries and conditions of competence of the disciplinary-symbolic spaces of culture are not always strictly regulated: they have a clear list of variations “for all occasions”, allowing for greater freedom of the individual. In the theatre, in a museum, at a party, in private life, we feel less embarrassed than at work and in court. On the other hand, due to the fact that the symbolic order is not limited by working time and official duties, they are persistent, effective even in situations where we are apparently spared direct control from the corresponding cultural institution. In the theater we behave appropriately, at the station - in a different way, at home we show third qualities. At the same time, in all cases, we are forced to obey both the overt and unspoken rules of the cultural community, to be guided by a symbolic value-semantic scale. Even without realizing it, we know how we should be located in this particular cultural space, what is allowed for us, and what, on the contrary, is forbidden to desire and manifest. Such "intuitive knowledge" is the result of previous experience, experience inculturation and socialization, the acquisition of which does not stop for a minute throughout a person's life.

Speaking about the social institutions of culture, one should first of all point to such a disciplinary-symbolic space as a family. It has always performed a number of functions in society. From the point of view of cultural studies, the most important function should be recognized as the translation of cultural stereotypes - values ​​and norms of the broadest nature. It is in the family that a person receives the first experience of inculturation and socialization. Thanks to direct contact with parents, as a result of imitating the habits of household members, intonation of speech, gestures and actions, the reactions of others to a particular phenomenon of reality, and finally, due to the purposeful influence on the part of others on his own actions, words, actions, efforts and efforts, a person learns culture. Sometimes we may not even be aware of how this directly happens. They do not necessarily explain to us why we should act in this way and not in another way, we are forced to do something or persuaded. It enters us through the impulsive rhythm of everyday life, predetermining the character of many, if not most, of our own words and deeds in later life.

None of the cultures, both in the past and in the present, left the institution of the family unattended. Depending on what type of personality was most in demand for a particular period of time, the corresponding norms of family and marriage relations were also built. The family, therefore, is both a mechanism for transmitting tradition from generation to generation, and a way to implement current cultural innovation programs, and a tool for maintaining the regulations of a symbolic order. The family not only forms the basis of a person's future individual life, determines the possible directions of his cultural activity, but also lays the foundation for the whole culture.

Education and culture. No matter how great the impact of the home and family on a person, it is still not enough for successful socialization, because the family is at best a “cell of society”, an adequate model for it. The family and the school collectively perform an educational function.

Education can be defined as a process that ensures the assimilation of knowledge, orientations and experience accumulated in society. The education system, being one of the subsystems of society, reflects both its specific features and problems. Of course, the content and state of education largely depend on the socio-economic state of society. However, socio-cultural factors also constitute its most important dominant. That is why education is able to involve directly or indirectly all classes and social groups into its orbit, to have a significant impact on all aspects of spiritual life. Mainly through the education system, scientific theories and artistic values ​​penetrate the consciousness of the masses. On the other hand, the impact of mass consciousness on high culture is the more effective, the more enlightened the masses, the more elements of the scientific worldview entered into their everyday consciousness. Thus, educational institutions (school, home education, university, vocational education, etc.) form a channel for the transmission of social experience and knowledge, and also represent the main link between different levels of the spiritual life of society.

The state of education more directly than other spheres of culture depends on the socio-political system of a given country, on the policy of the ruling class, on the balance of class forces. Around the problems of school organization, such as the role of the state in the creation and financing educational institutions, compulsory education up to a certain age, the relationship between the school and the church, the training of teachers, etc., there was an almost constant struggle between representatives of different classes and parties. It clearly outlined the various ideological positions - both of the extremely conservative, liberal and radical sections of the bourgeoisie, and of the workers' fund. An even sharper struggle was waged over the content of education, its ideological orientation, the range of knowledge that should be mastered by students, and the very methodology of teaching.

With all the distinctive features of the education system in different countries it has both common roots and common problems. Modern education is a product of the Enlightenment and grew out of the outstanding discoveries of the first phase of the scientific revolution. The sharply increased division of labor led to the differentiation of both activities and knowledge, which in the education system is reflected in the training of a predominantly narrow specialist. Education is no longer understood as "cultivation", that is, the "doing" of a person in terms of culture, and is increasingly interpreted only as "pumping information". At the core educational system in our country, the principle of polytechnic education was laid down, the essence of which is to train personnel for production. In this system of education, the student is considered as an object of pedagogical influence, a kind of “tabula rasa” (from Latin - a blank slate). Thus, we can talk about the monologue nature of the pedagogical process. At the same time, the concept of "educated person" is perceived as "informed person", and this, as you know, does not guarantee that he has the ability to reproduce culture, and even more so - to generate cultural innovations.

The scientism inherent in the culture of modern times determined the entire structure of education. Studying proccess develops with the obvious dominance of a number of disciplines of the natural science cycle and the displacement of other areas of knowledge to the periphery. The orientation of the education system towards solving utilitarian problems leads to the separation of the learning process from education, displacing the latter into extracurricular time. The system of education that took shape in modern times met the needs of society and was highly effective, as evidenced by the scientific and technological progress of society. culturology culture social institution

In the context of a change in the cultural paradigm, it begins to reveal its weaknesses. By the end of the 20th century, science made a sharp leap and radically changed, recognizing the plurality of truth, seeing chance in necessity, and necessity in chance. Having abandoned universal claims, science has now turned to moral quests, and the system of "school" disciplines cannot yet get out of the blinkers. pictures of the world XIX century.

On the other hand, the sharply reduced period of technological renewal excludes the possibility of obtaining knowledge and a profession “for life”. The ecological crisis and other global problems of society require non-standard solutions.

conclusions

• 1. Social institutions of culture- specific socio-cultural formations that have a fairly clear status-role structure, to maintain spiritual production, as well as artistic culture,
• 2. Social institutions ensure the functioning of the social mechanism, carry out processes inculturation and socialization individuals, ensure the continuity of generations, transfer skills, values ​​and norms of social behavior.
• 3. The effectiveness of the activity of social institutions depends on how close the hierarchy of values ​​accepted in society is to the general cultural one. The state cultural policy contains conceptual issues of a value nature, as well as economic and legal components. Culture is managed through planning and funding; its tasks may differ in countries with different political regimes.
• 4. In modern society, the market is becoming increasingly important in maintaining culture. His role is ambiguous. The market, with its freedom, provides a certain kind of advantage. Entrepreneurship and sponsorship expands the scope and geography of culture. However, the market places culture in the strongest dependence on commercial demand.
• 5. The family is the most important mechanism for transmitting tradition from generation to generation, a way to implement current cultural innovation programs, a tool for maintaining symbolic space. It forms the basis of the future individual life of a person, determines the possible directions of his cultural activity, and lays the foundation for all culture.
• 6. The family and the school together, mutually complementing each other, perform an educational function. The education system (like the family) is a channel for the transmission of social experience and knowledge, as well as the main link between the various levels of the spiritual life of society. However, modern education in many ways no longer meets these challenges.

Review questions

• 1. What is the role of social institutions in the development of culture? What types of social institutions do you know?
• 2. What determines the formation and nature of various social institutions of culture? What functions do social institutions of culture perform in society?
• 3. What is cultural policy? What are the contradictions of state regulation of the sphere of culture?
• 4. Name the most important tasks of the state cultural policy.
• 5. What cultural management methods do you know? What are the difficulties in the cultural policy of Russia at the present stage?
• 6. How do market relations affect the management system in culture? Determine the positive and negative aspects of the influence of the market on culture.
• 7. What is the peculiarity of the influence of the family institution in culture? What functions does it perform?
• 8. What role does the education system play in culture? Why education depends on the political system of the country?

Determining the essence of socio-cultural institutions is impossible without analyzing their functions that ensure the achievement of the goal. Society is complex social education, and the forces at work within it are intimately linked, making it difficult to foresee the results of any given action. In this regard, a certain institution performs its own specific functions. Their totality constitutes the general social functions of institutions as elements, types of certain systems.

An important role in defining the tasks of socio-cultural institutions was played by the scientific works of M. Weber, E. Kasirer, J. Huizinga. They and other culturologists distinguish regulatory, integrative and communicative functions in the structure of spiritual production. In any society, complicated multi-level systems are created, specially focused on the development of certain knowledge, ideas about life and the person himself, as well as plans and goals not only daily, but also calculated for further behaviour.

Therefore, a socio-cultural institution must have a system of rules and norms of behavior that, within the framework of spiritual culture, consolidate, standardize the behavior of its members and make them predictable. When analyzing the components of cultural regulation, it should be taken into account that the implementation of the standards of human values ​​is carried out through their integration with social roles and norms of behavior, the assimilation of positive motivations and values ​​accepted in society. Socialization is supported by personal institutions (in the family, school, labor collective, etc.), as well as institutions, organizations, enterprises of culture and art.
The study of trends in the development of the process of socialization shows that with the complication of the socio-cultural field, the mechanism of socialization and its direct cultural application also become more complex.

A specific function of socio-cultural institutions is integration, which is distinguished by S. Frolov, A. Kargin, G. V. Drach and other researchers. In the social sphere, there is a spread of a complex of views, beliefs, values, ideals that are characteristic of a particular culture, they determine the consciousness and behavioral factors of people. Cultural institutions are focused on ensuring and preserving cultural heritage, folk traditions, historical knowledge, which helps to consolidate the connection between generations, unite the nation.
There are different cultures in the world community. Cultural differences hinder communication between people, sometimes hinder their mutual understanding. These differences often become barriers between social groups and associations. Socio-cultural institutions seek to overcome cultural differences with the tools of culture and art, strengthen the ties of cultures, intensify their relationships and thereby unite people both within the same culture and beyond its borders.

Traditions are social attitudes, determined by norms of behavior, moral and ethical values, ideas, customs, rituals, etc. Therefore, the most important tasks of socio-cultural organizations are the preservation, transfer and improvement of socio-cultural heritage.

The development of forms and methods of communication is the most important aspect of the activities of various cultural institutions. Scientists consider the development of socio-cultural activities in the course of the interaction of societies, when people enter into relationships with each other. Culture can be created jointly, precisely through joint actions. T. Parsans emphasized that without communication there are no forms of relations and activities. Without the presence of certain communication forms, it is impossible to educate the individual, coordinate actions, and maintain society as a whole. Therefore, a methodical, stable, diverse system of communications is needed that maintains the maximum degree of unity and differentiation of social life.

In our era, according to the Canadian culturologist M. McLuhan, the number of contacts of an individual with other people has significantly increased. But these relationships are often mediated and one-sided. Sociological research suggests that such one-sided relationships often only contribute to the development of feelings of loneliness. In this regard, socio-cultural institutions through the assimilation of cultural values ​​contribute to the development of real human forms of communication.
Thus, the communicative function of socio-cultural institutions is to streamline the processes of translation of social important information, integration of society and social groups, internal differentiation of society and groups, separation of society and different groups from each other in their communication.

Sociologists consider the sphere that allows people to take a break from everyday problems, in most cases as leisure, freed from specific participation in production. Leisure activities are much broader in content, because they can include the most diverse types of creativity. It is advisable to consider free time in the sense of realizing the interests of the individual associated with self-development, self-rehabilitation, communication, pleasure, health improvement, and creative activity. In this regard, one of the most important tasks of the socio-cultural institution is the transformation of leisure into the field of cultural activity, where the realization of the creative and spiritual potential of society is carried out.

An analysis of the factors in the formation of recreation for the population shows that libraries, clubs, theaters, philharmonic societies, museums, cinemas, parks and other similar institutions are the places for the implementation of cultural initiatives.

Introduction …………………………………………………………………....3

Chapter I Socio-cultural institutions - concept and typology ... ..5

§ 1 The essence of socio-cultural institutions …………………..….5

§ 2 Typology of socio-cultural institutions …………………..…8

Chapter II Parks as one of the socio-cultural institutions ... .. ... 12

§ 1 Social and cultural activities of national parks …..…13

§ 2 Social and cultural activities of natural parks ……...….20

§ 3 Activities of parks of culture and recreation ……………………..……25

Conclusion ……………………………………………………….………33

List of sources used …………………………………..37

Introduction

In modern conditions of social change, there is a rethinking of the role of culture, renewal of its forms and functions. On the one hand, culture still reproduces traditional attitudes and patterns of behavior that largely determine the behavior and thinking of people. On the other hand, modern media forms (television, cinema, print, advertising) are widely spread, which enhances the formation of ideological and moral stereotypes. mass culture, modern lifestyle.

In this context, the defining role of culture in the overall process of Russia's modernization is to form the personality as an active subject. economic life and social self-organization. All projects of socio-economic development should include a humanitarian component, promote the development of spiritual strength and human health, and awareness of the high meaning of their existence.

In 1928, the TsPKiO was founded in Moscow, thus, the foundation was laid for the creation of new cultural institutions - parks of Culture and Recreation. After the Second World War, PKiO, like other cultural institutions, significantly expanded the scope of their activities, increasingly being involved in holding mass holidays.

In modern conditions, the role of parks as a traditional democratic place for mass recreation will increase. For many residents of the city, recreation in parks often becomes the only available opportunity to spend time in nature and take part in mass entertainment. To improve the activities of parks of culture and recreation, it is necessary to carry out a phased modernization of the outdated park facilities, equipping them with modern amusement equipment, connecting all engineering networks to communications. In the new conditions, the traditional activities of parks should be reconsidered.

The purpose of this work is to consider parks as socio-cultural institutions.

The following tasks follow from this goal:

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 parks of culture and recreation;
4. draw conclusions about the research topic.

The object of the research is socio-cultural institutions. The subject of research is the activity of parks.

ChapterI Socio-cultural institutions - concept and typology

§ 1 The essence of socio-cultural institutions

Socio-cultural institutions - one of the key concepts of socio-cultural activities (SKD). In the broadest sense, it extends to the spheres of social and socio-cultural practice, and also applies to any of the many subjects interacting with each other in the socio-cultural sphere.

Socio-cultural institutions are characterized by a certain direction of their social practice and social relations, a characteristic mutually agreed system of expediently oriented standards of activity, communication and behavior. Their emergence and grouping into a system depend on the content of the tasks solved by each individual socio-cultural institution.

Among economic, political, household and other social institutions differing from each other in the content of activity and functional qualities, the category of socio-cultural institutions has a number of specific features.

First of all, it is necessary to emphasize the wide range of the term "socio-cultural institution". It covers a numerous network of social institutions that provide cultural activities, the processes of preservation, creation, dissemination and development of cultural values, as well as the inclusion of people in a certain subculture that is adequate for them.

In modern literature, there are various approaches to the construction of a typology of socio-cultural institutions. The problem is to choose the right criterion for their classification, depending on the intended purpose, nature and content of their activities. As such, the functional-target orientation of socio-cultural institutions, the predominant nature 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, Kiseleva and Krasilnikov single out two levels of understanding of the essence of socio-cultural institutions. Accordingly, we are dealing with two of their major varieties.

The first level is normative. AT this case a socio-cultural institution is considered as a normative phenomenon, as a historically established in society set of certain cultural, moral, ethical, aesthetic, leisure and other norms, customs, traditions, united around some main, main goal, value, need.

It is legitimate to refer to socio-cultural institutions of the normative type, first of all, the institution of the family, language, religion, education, folklore, science, literature, art and other institutions that are not limited to the development and subsequent reproduction of cultural and social values ​​or the inclusion of a person in a certain subculture . In relation to the individual and individual communities, they perform a number of extremely significant functions: socializing (socialization of a child, adolescent, adult), orienting (assertion of imperative universal values ​​through special codes and ethics of behavior), sanctioning (social regulation of behavior and protection of certain norms and values ​​based on legal and administrative acts, rules and regulations), ceremonial and situational (regulation of the order 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 institutional. Socio-cultural institutions of an institutional type include a numerous network of services, departmental structures and organizations directly or indirectly involved in the socio-cultural sphere and having a specific administrative, social status and a certain public purpose in their industry. This group includes cultural and educational institutions directly , arts, leisure, sports (socio-cultural, leisure services for the population); industrial and economic enterprises and organizations (material and technical support of the socio-cultural sphere); administrative and management bodies and structures in the field of culture, including legislative and executive power; research and scientific-methodical 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 for the development and implementation of national and regional socio-cultural policies, effective programs for the socio-cultural development of individual republics, territories and regions.

In a broad sense, a socio-cultural institution is an actively operating subject of a normative or institutional type that has certain formal or informal powers, specific resources and means (financial, material, human, etc.) and performs an appropriate socio-cultural function in society.

For example, such a socio-cultural institution of a normative type as art, from an external (status) point of view, can be characterized as a set of persons, institutions and material means that carry out the creative process of creating artistic values. At the same time, in its internal (substantial) nature, art is a creative process that provides one of the most important social functions in society. The standards of activity, communication and behavior of creative people, their roles and functions are determined and specified depending on the genre of art.

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

§ 2 Typology of socio-cultural institutions

A wide network of socio-cultural institutions has various forms of internal gradation. Some of them are officially established and institutionalized (for example, the system of general education, the system of special education, vocational education, a network of clubs, libraries and other cultural and leisure institutions), are of public importance and perform their functions on a society-wide scale, in a broad socio-cultural context. Others are not specially established, but are formed gradually in the process of long-term joint socio-cultural activity, often constituting a whole historical epoch. These include, for example, numerous informal associations and leisure communities emerging at the group, local level, traditional holidays, ceremonies, rituals and other peculiar socio-cultural stereotypical forms. They are voluntarily elected by certain socio-cultural groups: children, adolescents, youth, residents of the microdistrict, students, military, etc.

Socio-cultural institutions are classified depending on their role function in relation to consumers of cultural goods, values ​​and services in the face of thousands of children and adults audience of users: spectators, listeners, readers, as well as potential customers, producers, buyers of extensive socio-cultural products. In this case, among the huge variety of socio-cultural institutions of the normative and institutional type, the following categories are distinguished.

The first group - socio-cultural institutions, mainly engaged in the production of spiritual values: ideology, politics, law, public administration, science, church, journalism, basic and additional education, art, language, literature, architecture, art, amateur, including technical creativity, amateur art, collecting.

The second group - socio-cultural institutions, mainly engaged in communication, broadcasting of spiritual values, economic, political, cultural, social, scientific and technical information: press, radio, television, publishing houses and book trade, museums and exhibitions, advertising, archives and libraries, propaganda and preaching, e-mail, conferences, presentations, etc.

The third group is socio-cultural institutions that mainly manifest themselves in the organization of various types of informal creative activities: the family, clubs and landscape gardening institutions, folklore, folk art and customs, rituals, mass holidays, carnivals, festivities, initiative cultural protection societies and movements.

In the theory and practice of SKD, many other bases are often used for the typology of socio-cultural institutions:

1. by population served:
   1. mass consumer (publicly available);
   2. separate social groups (specialized);
   3. children, youth (children and youth);
2. by type of ownership:
   1. state;
   2. public;
   3. joint-stock;
   4. private;
3. by economic status:
   1. non-commercial;
   2. semi-commercial;
   3. commercial;
4. in terms of scope and audience coverage:
   1. international;
   2. national (federal);
   3. regional;
   4. local (local).

However, the level of interrelations of various socio-cultural institutions on the federal and regional scales is far from being the same. There are several most characteristic indicators of this level: connections are strong and constant; connections are meaningful and objective; contacts are episodic; partners hardly cooperate; partners work in isolation.

The reasons for the episodic contacts between the socio-cultural institutions of the region are, as a rule, the lack of a clear idea of ​​the content and forms of joint work. Little experience of this cooperation, lack of a clear program, inconsistency of plans, lack of attention from municipal authorities, etc.

ChapterII Parks as one of the socio-cultural institutions

By functional purpose, there are mass and children's parks, historical and memorial parks-estates, forest parks and natural parks-reserves, botanical parks and zoos, sports parks, aqua and hydro parks, parks-exhibitions, recreation areas. Structurally, the park as a socio-cultural center includes many zones and sectors: a platform for mass events with open stages, a green theater, exhibition pavilions, an amusement zone, a children's playground, a playground, a sports sector, a dance floor, indoor structures (variety theater, cinema center, library-reading rooms, dance hall, hall slot machines etc.), green park and forest areas, reservoirs, trade pavilions and catering services, utility rooms.

In the process of socio-cultural design, many characteristic, specific features inherent in the park are taken into account, first of all, the relief, the presence of green areas, reservoirs, location, evaluated from the standpoint of the most effective recreation, health improvement of a person.

The main activities of the park:

• Holding traditional (and national) holidays together with city cultural centers (including national ones).
• Conducting music and song festivals.
• Conducting creative meetings with artists.
• Conducting performances and concerts with the participation of creative teams of the city.
• Carrying out theatrical holidays, folk festivals, fairs (Maslenitsa, City Day, Neptune Day, etc. - with the involvement of creative, trade organizations).
• Family holidays.
• Carrying out cognitive-game and music programs for children of primary and secondary school age and for teenagers, youth discos.
• Holding events for people of middle and older age, taking into account their creative interests (amateur associations, evenings “For those who are over…).
• Rendering paid services population (attractions, costume rental, phonograms, graphic designer services).

§ 1 Social and cultural activities of national parks

National natural parks Russian Federation(hereinafter referred to as national natural parks) are environmental institutions, the territories (water areas) of which include natural complexes and objects of special ecological, historical and aesthetic value, and are intended for use in environmental, recreational, educational, scientific and cultural purposes.

National parks are one of the most important categories of specially protected natural areas (SPNA) and the main organizational forms of protection of cultural landscapes in Russia. The cultural landscapes of Russian national parks, which often occupy the most valuable natural and historical-cultural territories of the country, are an example of unique natural and cultural territories and are of undoubted value for the development of regulated tourism (mainly in the form of ecological and ecological-cultural tourism).

The features of Russian national parks include the following:

The main share of national parks is concentrated in the European part of Russia, the westernmost is the "Curonian Spit" - in the Kaliningrad region. To date, 6 national parks have been created in Siberia, half of which are concentrated in the Baikal region, and on Far East there is currently one national park.

One more geographical feature of national parks should be noted. There are certain differences between national parks created in remote and sparsely populated regions of Russia and parks organized in well-developed regions. The main function of national parks located in remote parts of the country is the preservation of natural complexes and objects in their natural state, while parks operating in developed regions generally pay more attention to the tasks of managing cultural landscapes, creating conditions for recreation and participating in social activities. - economic development of the region.

Thus, national parks play a special role in the system of protected natural areas of all-Russian significance. Unlike reserves, they are endowed not only with environmental protection, but also with a recreational function, since they have natural, historical and cultural resources. Such "duality" imposes certain restrictions on the conditions of recreation in national parks and promotes the development of ecotourism. For residents of Europe and America, recreation in national parks is one of the most popular. In Russia, tourists still have little idea of ​​how ecotourism differs from ordinary outdoor recreation. The period of formation of national parks in Russia is so short that only a few can boast of a variety of educational routes; in a number of parks, the tourist service sector, including information services, is still in the process of formation.

The following main tasks are assigned to national natural parks:

1. preservation of reference and unique natural complexes and objects, as well as monuments of history, culture and other objects of cultural heritage;
2. creation of conditions for regulated tourism and recreation in natural conditions;
3. development and implementation of scientific methods for the conservation of natural complexes in conditions of recreational use;
4. restoration of disturbed natural and historical-cultural complexes and objects;
5. organization of environmental education of the population;
6. conducting environmental monitoring.

Historical and cultural heritage within the boundaries of national parks in most cases is represented not only by individual objects, but also by integral territorial complexes, which determines the priority role of these protected areas as an organizational form of protection and conservation of valuable historical and cultural territories. Many national parks are characterized by a combination of natural and historical and cultural exclusivity and integrity of the natural and cultural environment, the relationship of natural and cultural diversity, which indicates the special importance of Russian national parks in the global system of humanitarian values.

Historical and cultural rarities and phenomena directly related to natural conditions, resources and virtues should be considered as a whole in the cultural landscape system. The cultural landscape should become a single object of protection and management, and the tactics of working with its individual fragments and structures should be subject to the goals of its integrated conservation.

Preservation and use of historical and cultural heritage in the territory of national parks should be based on the following principles:

• recognition of the inseparability and integrity of the natural and cultural heritage, taking into account the whole variety of mixed forms of heritage that combine natural and cultural values;
• the priority of the cultural landscape in the field of managing the historical and cultural heritage, subordinating the tactics of working with its individual fragments and structures to the goals of its comprehensive preservation;
• recognition of the indigenous local population as an integral part of the historical and cultural environment, and its participation in the reconstruction and reproduction of the cultural values ​​of the territory as a prerequisite for management policy;
• a differentiated approach to various types of cultural heritage, the specificity and characteristics of which determine the choice of an action strategy and protection measures;
• close relationship with state bodies for the protection of cultural heritage sites.

Traditions of nature management, arts and crafts, folk crafts, features of the arrangement of living space, ritual customs, folklore belong to the sphere of historical and cultural heritage, called "living traditional culture", which is reproduced and stored by the population living in the territory of the national park.

The inclusion of living traditional culture in the system of objects (resources) of cultural heritage requires a fundamental change in the attitude of the national park as an institution to the local population. These relations should be based on cooperation and mutual assistance, especially with those ethno-cultural groups that preserve cultural traditions and are carriers of historical memory. The cultural heritage contained in a living culture is considered mainly as an object of research and study, but not as an object of preservation and revival. In this case, national parks can play an important role by including truly integral territorial complexes with their nature, population, forms of cultural life and cultural landscape in the system of management objects.

Untouched nature, as well as historical and cultural monuments located within the boundaries of national parks, are a national treasure. Tourism and recreation enable visitors to these territories to enjoy communicating with nature, improve their health and restore their strength, broaden their horizons, get acquainted with history and culture, the characteristics of local flora and fauna, and learn harmonious relations with the environment. The task of the national park administration is to organize regulated access of tourists and vacationers to the park (both on its own and by involving the private sector in this activity), while ensuring the safety of natural complexes and cultural heritage sites.

Regulated tourism and recreation are understood as the movement of tourists limited by the park (with the help of various regulatory mechanisms and measures), as well as the scope of services for visitors to the park on its territory and near its borders, corresponding to permissible anthropogenic loads and not causing damage. environment and historical and cultural objects.

For a number of reasons, only national parks have the potential to develop sustainable and ecological tourism. Namely:

1. The network of national parks covers many unique and remarkable landscapes and ecosystems that have not been disturbed by human activity.

2. The development of ecological tourism is not just a business, and maximizing profits is not its end in itself.

3. In most cases, protected areas are the only structures in the regions that are able to take on the functions of planning, managing and monitoring tourism activities, which is an indispensable condition for the development of ecotourism.

4. National parks, reserves and their departments are a network of research institutions covering all natural areas. This determines their high prospects for organizing tourism, student practices, and volunteer programs.

5. The combination of environmental education and ecotourism activities based on national parks will significantly increase the effectiveness of environmental education and will draw the attention of the general public to nature conservation issues.

6. World experience shows that the efficiency of ecological tourism is highest at the local and regional levels. Therefore, protected areas can become a source of jobs and income for the local economy.

The main problems that impede the development of ecological tourism in the national parks of Russia were also identified, such as the lack of:

§ 2 Social and cultural activities of natural parks

In 2006, the Government of the Khabarovsk Territory, in order to preserve and restore natural complexes, biological and landscape diversity, improve the protection and reproduction of economically valuable, rare and endangered species of animals and plants, preserve their habitat, develop tourism and recreation, decided to establish in the Khabarovsk Territory on the lands forest fund in the Vyazemsky district, the natural park "Vyazemsky" with an area of ​​33.0 thousand hectares, in the Komsomolsky district, the natural park "Khoso" with an area of ​​123.1 thousand hectares.

The main tasks of these natural parks were identified:

1. preservation of the natural environment, natural landscapes;
2. conservation of rare and endangered species of animals and plants, including the Amur tiger;
3. environmental education of the population;
4. creation of conditions for regulated tourism and recreation, preservation of recreational resources;
5. conducting environmentally adapted economic activities;
6. development and implementation effective methods nature protection and maintaining the ecological balance in the conditions of recreational use of the territory of the natural park;
7. implementation of environmental monitoring;
8. restoration of disturbed natural complexes and objects;
9. protection and reproduction of hunting species of animals;
10. ensuring employment of the population, taking into account its social and environmental interests.

The activities of these natural parks are aimed at ensuring the protection of natural objects, the implementation of measures for their conservation and restoration, as well as the organization of regulated tourism and recreation.

According to the Regulations on natural parks in the Republic of Bashkortostan, the following tasks are assigned to natural parks:

• preservation of natural complexes, unique natural sites and objects, species diversity in them, as well as historical and cultural objects;
• creation of conditions for recreation (with the exception of mass, regulated tourism) and the preservation of recreational resources;
• development and implementation of effective methods of nature protection and maintenance of ecological balance in the conditions of recreational use of territories of natural parks.

The educational activities of natural parks include the publication of booklets, photo albums, guides, reference materials and other printed materials, the organization of open-air museums and expositions, the creation and arrangement of excursion trails and routes, the organization of special training centers, school forestries and children's environmental camps, the passage of educational and practical training by students of higher and secondary specialized educational institutions, coverage of the activities of natural parks in the media and other forms and methods of social and environmental education, education and promotion of environmental knowledge.

Extensive educational activities of the Volga-Akhtuba floodplain Natural Park are carried out in order to:

• to support the ideas of nature protection activities by the general population as necessary condition fulfillment by the Park of its nature protection functions;
• contribute to the resolution of regional environmental issues;
• participate in the formation of environmental consciousness and local history culture of the population

The environmental and educational activities of the Natural Park are primarily aimed at shaping among different segments of the population, especially among young people, an understanding of the role of the Park as a special type of protected area in preserving the biological and landscape diversity of the Volga-Akhtuba floodplain (not only in the regional but also at the biospheric level). to clarify its place in the socio-economic development of the Volgograd-Volga agglomeration. This will help ensure effective public support for the Park.

The state institution "Natural Park "Volga-Akhtuba floodplain" carries out educational activities in the form of additional environmental and local history education, occupying a special niche among other state and public organizations of the relevant profile.

This work focuses primarily on:

1. formation of the prestige of specially protected territories in the eyes of the population;
2. deepening ecological, environmental, local history knowledge;
3. familiarization with local biological and landscape diversity;
4. wide direct participation of different segments of the population ( local residents and visitors, rural and urban population, children and adults, senior officials of authorities, administration, business, etc.) in the conservation and restoration of the wildlife of the Volga-Akhtuba floodplain.

Environmental education and local history activities of the Natural Park "Volga-Akhtuba floodplain" gives a tangible result, as it is long-term, purposeful, systemic and complex, has an impact on both the intellectual and emotional spheres of the individual, develops relevant practical skills and abilities people, is built on a modern methodological and material base.

To achieve the goals, the natural park performs the following tasks:

• purposeful systematic work with different groups of the population; administrations of the districts included in the territory of the Park;
  • systematic work with visitors to the Park;
  • close cooperation with educational institutions Sredneakhtubinsky, Leninsky and Svetloyarsky districts, the cities of Volgograd and Volzhsky, with legislative and executive authorities of the region, as well as local government, with the media, with public and other interested organizations;
  • providing methodological assistance to all interested persons;
  • professional training of full-time specialists of the relevant profile, the involvement of scientists and highly qualified teachers and specialists from other institutions;
  • participation in the creation of a single information space that ensures the exchange of environmental and educational information, both at the regional, Russian and international levels;
  • formation of the necessary organizational and material base for environmental education and local history activities: the creation of special structural units; organization of visit centers, exhibitions, museums and museum expositions; development, tracing and equipping of ecological trails; organization of excursions and publication of booklets; release of information products, etc.;
  • systematic development and strengthening of the methodological base of effective educational work at the modern level, accumulating relevant domestic and foreign experience, as well as creating their own methodological materials.

§ 3 Activities of parks of culture and recreation

In a modern city, the park is the most democratic and most environmentally friendly institution of culture and leisure.

For example, in the city of Ufa there are 5 municipal, 2 private parks of culture and recreation and 1 Garden of culture and recreation: MUE "Central Park of Culture and Leisure named after Mazhit Gafuri", MUP Park of Culture and Leisure of the Demsky District, MUP Park of Culture and Leisure of Petrochemists, MUP Park of Culture and Leisure "Pervomaisky", Municipal Unitary Enterprise Park of Culture and Leisure "Kashkadan", LLC Parks of Culture and Leisure named after I. Yakutov and "Magic World", Municipal Unitary Enterprise Garden of Culture and Leisure named after S.T. Aksakov. The total area of ​​municipal parks is 158 hectares.

Currently, parks of culture and recreation are in first place in terms of attendance among cultural institutions. A significant role here is played by free open entrance and a relatively small fee for using attractions. Also, it should be borne in mind that visitors to the park are offered free concerts of creative groups (amateur arts and professional artists), competitive and game programs for all age categories, the organization of various holidays, spectacles, events and folk festivals with the presentation of prizes, the organization of circles, sports sections, the provision of sports grounds, etc., paid at the expense of the park.

The funds earned by the parks in the spring and summer are used to pay the wages of park employees, pay utility bills, taxes, and conduct cultural work.

Economic transformations did not find timely reflection in the economic and legal mechanism of parks, but only exposed and intensified the main problems (taxation, financing, social purpose, relationships with state and municipal authorities).

Improving the financial policy of parks requires an appropriate regulatory framework. The issue of status has become a matter of principle, determining the measure of state support.

Parks are a nationwide ecological and cultural value; they are the "lungs" of cities, centers of recreation and culture, uniting the interests of the state and the population. It is necessary to open such zones in the Leninsky district of the city.

Parks have common problems and areas of activity, determined by modern trends in the development of society:

• ecologization of public consciousness, lack of communication with nature, environmental crises. The value of parks as publicly accessible natural areas with a recreational zone is growing. The natural complex of parks (land, green zone) is in a catastrophic state today and this needs to be given special attention.
• Democratization of cultural policy. Programs developed directly in the parks provide an opportunity for organized mass recreation and entertainment, cultural and gaming activity of the population.
• The social stratification of society. Potentially, the entire population is the contingent of the park, including socially vulnerable groups: children, youth, pensioners, the unemployed, etc. Parks are becoming one of the basic leisure facilities where social (open) programs and events are held.
• Reforming the economy and the system of public administration.

In order to protect and increase the natural and cultural resources of society, it is necessary to develop a state strategy to support parks:

• protection and restoration of the natural environment of parks;
• innovative technical equipment;
• development of parks as open social and cultural organizations.

The Strategy for the Development of Individual Socio-Economic and Economic Complexes of Volgograd for the period up to 2025 states that in modern conditions the role of parks as a traditional democratic place for mass recreation will increase. For many residents of the city, recreation in parks often becomes the only available opportunity to spend time in nature and take part in mass entertainment. To improve the activities of parks of culture and recreation, it is necessary to carry out a phased modernization of the outdated park facilities, equipping them with modern amusement equipment, connecting all engineering networks to communications. Under the new conditions, it is necessary to revise the traditional activities of parks, in particular, to strengthen the orientation towards meeting the cultural needs of children and older visitors. It is advisable to organize children's summer camps on the basis of mass parks, to carry out more active work on aesthetic education, technical creativity of young people, to provide conditions for physical education and sports, to create sports and recreation complexes around the clock in parks, to develop new landscape and artistic zones, to form a park landscape. as a museum of cultivated nature, to regularly hold various events of a national and cultural nature on the basis of parks, to develop specialized activities of parks aimed at promoting folk art and folklore, the amateur movement, etc.

Raising the general cultural level of the inhabitants of the city of Volgograd, the revival of interest in cultural forms of leisure organization involves solving the following tasks:

1. Development and implementation of a set of measures to preserve the socio-ethnic image of the city as a national, historical, cultural and political subject of the Russian Federation.
2. Development of the concept and creation of a citywide system of aesthetic education of the population, primarily children and adolescents.
3. Ensuring the targeted orientation of the work of cultural institutions, the transition from mass to individual forms taking into account the changed living conditions of the population and priorities.
4. Implementation of a protectionist policy in relation to state cultural and leisure institutions, creation of favorable conditions for adaptation in a new socio-economic environment, provision of benefits and advantages for commercial organizations working in this area.

Ensuring the availability of cultural benefits for the residents of Volgograd involves solving the following tasks:

1. Increasing the territorial accessibility of cultural goods for city residents, bringing cultural services closer to the place of their consumption through a more rational distribution of the network of cultural institutions, as well as traveling and touring activities.
2. Ensuring the financial accessibility of culture for all categories of the population.
3. Development of information activities - the introduction of modern advertising, marketing, which are effective tools for expanding the audience.
4. Ensuring artistic and aesthetic accessibility, which consists in the appropriate preparation of a person for the perception of spiritual values, the formation of his cultural needs.
5. Ensuring ethno-cultural accessibility, i.e. providing equal opportunities for unhindered development and development of national cultures.
6. Ensuring the historical accessibility of spiritual benefits, the preservation of cultural heritage, the historical landscape and the environment of the city.
7. Attracting additional material and financial resources to the sphere of culture, including the use in the work of the achievements of scientific and technological progress, funds from commercial structures and other extrabudgetary funds.
8. Preservation and development of the network of municipal cultural institutions, support for public and private cultural institutions.

According to the Methodological Guidelines of the Ministry of Culture and Mass Communications of the Russian Federation on the implementation of local self-government issues in the field of culture of urban and rural settlements, municipal districts (Appendix No. 9 "Approximate regulation on the municipal park of culture and recreation of the municipal district"), the municipal Park of Culture and Recreation (hereinafter - Park) is a municipal cultural institution, the main activity of which is aimed at providing the population with versatile services in the field of culture and leisure.

The park as a municipal cultural institution is created to achieve the following goals:

1. creating favorable conditions for the most complete satisfaction of the spiritual and aesthetic needs of the population, cultural leisure and recreation, strengthening the health of the residents of the region, developing their social and creative activity;
2. ensuring the territorial integrity of the natural complex as a natural urban development boundary that creates a psychologically and environmentally comfortable space for residents of adjacent areas, conservation and restoration of natural ecosystems, flora and fauna;
3. preservation and reconstruction of the garden and park environment, forest parks, restoration of historical monuments, improvement of landscape architecture.

The park carries out the following activities:

• creation of artistic programs, including holding mass holidays, theatrical performances, folk festivals, musical, literary and dance salons, aimed at popularizing best achievements world and national culture;
• organization of art festivals, concerts, theaters of small forms with the involvement of tour and concert groups of professional and amateur groups, meetings with representatives of the media, experts in law, healthcare, ecology, international relations;
• the use of gaming mobile forms of communication between people and nature, art based on ancient Russian traditions;
• organization of regional, regional, Russian and international thematic exhibitions;
• construction of theatrical and entertainment, leisure, entertainment and other objects of cultural and mass purpose;
• organization of clubs, circles and sections, creative associations and artistic groups;
• holding sports holidays, cross-country races, relay races, competitions to involve the population, youth and adolescents in mass physical education and sports;
• creation of health-improving and sports-mass facilities (billiard room, tennis courts, self-supporting sports sections);
• provision of a variety of paid services related to the sphere of culture, recreation and sports;
• publication of information and advertising materials about the experience and methodology of the Park, catalogs and booklets promoting culture and art;
• making copies of sound recordings, phonograms of concerts, performances, musical works from the Park's record library;
• promotion of environmental, historical, cultural and local history knowledge;
• carrying out organizational and technical measures to reduce negative anthropogenic factors affecting the natural complex;
• implementation of actions aimed at the conservation and restoration of specific natural communities, increasing the diversity of local plant species.

The park can also conduct other activities that do not contradict the legislation of the Russian Federation and the principles of nature conservation, provided for by its charter and aimed at improving the quality of visitor service (creating paid parking lots for vehicles, organizing food outlets, souvenir, book trade, etc.).

Conclusion

During the work on the topic of the course research, the author came to the following conclusions:

1. socio-cultural institutions - one of the key concepts of socio-cultural activities (SKD). In the broadest sense, it extends to the spheres of social and socio-cultural practice, and also applies to any of the many subjects interacting with each other in the socio-cultural sphere.
2. In modern literature, there are various approaches to the construction of a typology of socio-cultural institutions. The problem is to choose the right criterion for their classification, depending on the intended purpose, nature and content of their activities.
3. Any socio-cultural institution should be considered from two sides - external (status) and internal (substantive). From an external (status) point of view, each such institution is characterized as a subject of socio-cultural activity, possessing a set of legal, human, financial, and material resources necessary to perform the functions assigned to it by society. From an internal (substantive) point of view, a socio-cultural institution is a set of expediently oriented standard patterns of activity, communication and behavior of specific individuals in specific socio-cultural situations.
4. Each of the socio-cultural institutions primarily performs its most characteristic substantive function, aimed at satisfying the socio-cultural needs for which it was formed and exists.
5. In the modern process of development and strengthening of cooperation between numerous communities and structures of the socio-cultural sphere, two trends can be distinguished. On the one hand, each socio-cultural institution, based on its profile and character, seeks to maximize its own potential, its own creative and commercial opportunities. On the other hand, it is quite natural for this group of subjects to strive for social partnership. Their joint, coordinated and coordinated actions are being strengthened on the basis of common, coinciding functions of socio-cultural activity.
6. Parks belong to this type of socio-cultural institutions, the main functions of which are recreation, organization of mass recreation and entertainment, information-educational, physical culture and health-improving work among the population of the city, district, and nearby residential areas.
7. National parks play a special role in the system of protected natural areas of national significance. Unlike reserves, they are endowed not only with environmental protection, but also with a recreational function, since they have natural, historical and cultural resources. Such "duality" imposes certain restrictions on the conditions of recreation in national parks and promotes the development of ecotourism. For residents of Europe and America, recreation in national parks is one of the most popular. In Russia, tourists still have little idea of ​​how ecotourism differs from ordinary outdoor recreation. The period of formation of national parks in Russia is so short that only a few can boast of a variety of educational routes; in a number of parks, the tourist service sector, including information services, is still in the process of formation.
8. The educational activities of national natural parks include the publication of booklets, photo albums, guides, reference materials and other printed materials, the organization of open-air museums and expositions, the creation and arrangement of educational excursion trails and routes, the organization of school forestries, the passage of educational and industrial practice by students of higher and secondary special educational institutions of the relevant profile, coverage of the activities of national natural parks in the media and other forms and methods of social and environmental education, education and promotion of environmental knowledge.
9. Educational, research and recreational activities in the natural park are aimed at raising the level of environmental education and upbringing of the population, collecting and maximizing the use of information about the natural park, its cultural and historical and cultural objects, processes and phenomena occurring in its ecosystems. For these purposes, work is underway to create and equip ecological excursion trails and routes, a visitor center, organize and conduct excursions, issue booklets, photo albums, guides, reference materials and other printed materials, cover the activities of the natural park in the media, develop and implement scientific methods of conservation of biological diversity, natural and historical-cultural complexes and objects in terms of recreational use, assessment and forecast of the ecological situation in the region.
10. Park of Culture and Leisure - a natural and cultural and educational complex, which, in terms of size, location in terms of a settlement and environmental characteristics, allows us to provide the best conditions for recreation for the population and for holding educational, cultural, sports and recreational events, organizing games and entertainment, creating conditions for practicing artistic amateur creativity.
11. Currently, parks of culture and recreation are in first place in terms of attendance among cultural institutions. A significant role here is played by free open entrance and a relatively small fee for using attractions.
12. It is imperative to preserve municipal sources of financing for the ongoing maintenance of parks: protection, landscaping and landscaping of natural complexes and facilities, payment for utilities, the purchase of attractions and mechanized vehicles, and social "open" programs for children, youth and the elderly. It is necessary to develop a socio-cultural order by the administrations of the city and districts, which will allow the parks to maintain a staffed staff of cultural and educational workers throughout the year and use the allocated funds not only to organize holidays, but also to develop the material and technical base. It will also allow streamlining the accounting and tax accounting of budgetary funds.
13. Under the new conditions, it is necessary to revise the traditional activities of parks, in particular, to strengthen the orientation towards meeting the cultural needs of children and older visitors. It is advisable to organize children's summer camps on the basis of mass parks, to carry out more active work on aesthetic education, technical creativity of young people, to provide conditions for physical education and sports, to create sports and recreation complexes around the clock in parks, to develop new landscape and artistic zones, to form a park landscape. as a museum of cultivated nature, to regularly hold various events of a national and cultural nature on the basis of parks, to develop specialized activities of parks aimed at promoting folk art and folklore, the amateur movement, etc.

List of sources used

1. Federal Law No. 33-FZ of February 15, 1995 "On Specially Protected Natural Territories".
2. Position about national natural parks of the Russian Federation (approved by resolution of the Council of Ministers - Government of the Russian Federation of August 10, 1993 N 769)
3. Regulations on natural parks in the Republic of Bashkortostan (approved by the Resolution of the Cabinet of Ministers of the Republic of Bashkortostan dated February 26, 1999 No. 48)
4. Guidelines on the implementation of issues of local importance in the field of culture of urban and rural settlements, municipal districts (approved by Order of the Ministry of Culture and Mass Communications of the Russian Federation dated May 25, 2006 No. 229)
5. Comprehensive Program for the development of culture and art in the urban district of the city of Ufa of the Republic of Bashkortostan for 2007-2010 (approved by the resolution of the head of the Administration of the urban district of the city of Ufa of the Republic of Bashkortostan dated October 05, 2007 No. 6201)
6. Strategy for the development of individual socio-economic and economic complexes of Volgograd for the period up to 2025 - www/infovolgograd.ru
7. Arsenyeva E. I., Kuskov A. S. Cultural landscapes and traditional living culture as a resource for ecotourism development of the territories of the Russian North.//Regional research. Smolensk, 2005. No. 3.
8. Bogatyreva T. Rest in the national parks of Russia. / / Tourism and recreation, 2004. No. 27.
9. Kiseleva T.G., Krasilnikov Yu.D. Fundamentals of socio-cultural activities: Proc. allowance. - M.: MGUK, 1995
10. Kiseleva T.G., Krasilnikov Yu.D. Socio-cultural activities: history, theoretical basis, spheres of implementation, subjects, resources, technologies. - M.: MGUKI, 2001
11. Kuskov A.S., Listvina E.V. National parks in the cultural space of Russia: potential, resources, directions of tourist use. - site "All about tourism - tourist library"
12. Conceptual bases of tourism management in national parks. M.: TsODP, 2002.
13. Strategies for the management of national parks in Russia. M.: TsODP, 2000.
14. Management of cultural landscapes and other objects of historical and cultural heritage in national parks. M.: TsODP, 1999.
15. Ecological tourism on the way to Russia. Principles, recommendations, Russian and foreign experience.//Ed.-comp. E.Yu. Ledovskikh, N.V. Moraleva, A.V. Drozdov. Tula, 2002

Kiseleva T.G., Krasilnikov Yu.D. Fundamentals of socio-cultural activities: Proc. allowance. - M.: MGUK, 1995, p. 294 - 295.

Arsenyeva E. I., Kuskov A. S. Cultural landscapes and traditional living culture as a resource for ecotourism development of the territories of the Russian North.//Regional research. Smolensk, 2005. No. 3.

Moraleva N. V., Ledovskikh E. Yu. Ecological tourism in Russia.// Wildlife Protection, 2001, No. 3 (22).

Ecological tourism on the way to Russia. Principles, recommendations, Russian and foreign experience.//Ed.-comp. E. Yu. Ledovskikh, N. V. Moraleva, A. V. Drozdov. Tula, 2002

Decree of the Government of the Khabarovsk Territory of June 30, 2006 N 105-PR "On the formation of natural parks "Vyaesky" and "Khoso"

The Comprehensive Program for the Development of Culture and Art in the Ufa City District of the Republic of Bashkortostan for 2007-2010 October 05 2007 No. 6201)

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