Abstract

Theoretical aspects of the socio-systematic model of boarding schools’ social organization has been studied in the article. It has been proved that the social organization of boarding schools reflects the nature of the relationship in an educational institutions, norms of activity, students’ values, identity, philosophy and other qualities that characterize the cultural aspects of boarding schools’ social organization. The system model of boarding schools’ social organization has been suggested by the author. This model consists of three subsystems. The first subsystem contains the integrating components of educational organization, such as the social constants of boarding schools’ functioning, its mission and identity. The second one contains the elements of the system of thought-formation, i.e. the personal philosophy of the social actors of boarding schools, the direction of its activity, the hierarchy of values of the boarding school’s pupils and its status-role hierarchy. The world view characteristics of boarding schools’ social actors are understood as a special social card that allows us to determine the role of boarding schools in a society and to find the key identities, which form it as an educational institution. The consequences of different types of personal philosophy of boarding schools’ social actors have been analyzed. These are: administrative, staff and pedagogical ones. From those above-mentioned, only the pedagogical type corresponds to the mission of this social institution, while others are the sources of corruption and other deviations of boarding schools’ activity. The third subsystem contains the elements of a normative model, which includes the social norms for the students of boarding schools, the social nature of the pupils of boarding schools and the social scenarios for the graduates of boarding schools. The students of boarding schools have been divided into three groups according to the criterion of their attitude to social norms. The first group of students includes those who are prone to egocentrism and deviant behavior. The students of the second group are more prone to act in accordance with social norms under the influence of group pressure. The third group consists of those students who are inclined to act in accordance with norms based on self-help efforts. The components of the social character of pupils and social scenarios of boarding schools’ graduates, which correspond to their life trajectories after the completion of their course of study, have been analyzed by the author of the article.