MODERN CONCEPTS OF CULTURAL INTEGRATION OF SCHOOL’S SOCIAL ENVIRONMENT

In the case of school as a social institution, factors of cultural nature constitute one of more important aspects of integration. They provide, especially on the higher levels of education, rather strong identifications: with educational activity perceived as a certain form of social service, with a specific school and its traditions, with a professional community and the one of pupils. Those ties, the basis of which is formed by participation in common activities and acceptance for established goals and values – impact the degree of integration with school. An important role in the process of enculturation is played by an educational culture of a teacher, which stems from rules and mechanisms of a scientific theory of work organisation understood as a system of values, methods of work and behavioral patterns – and which influences a specific standard of interpersonal relations. An increase in the level of educational culture may constitute a basis for increasing professional independence, expanding the scope of a teacher’s autonomy as well as appreciating the meaning of professional success – an essential factor in the process of shaping professionalism and increasing the effectiveness of teaching and educational activities57. It is particularly important in a period when reality constantly undergoes qualitative transformations. In a similar fashion, the ways of thinking, ethics and responsibility constantly acquire new contexts and meanings, and, at the same time, they require innovative methods of shaping as well as the processes of cultural integration. Key words: integration, culture, social system.5