THE GAME AS A VECTOR OF FORMATION OF THE LEARNING YOUTH’S LEISURE CULTURE
UDC index:
379.8
DOI: 10.31773/2078-1768-2019-47-220-231
Article ID in the RSCI:
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Information about authors: Antonova Ludmila Yuryevna, PhD in Culturology, Associate Professor of Department of Socio-cultural Activities, Culturology and Sociology, Tyumen State Institute of Culture (Tyumen, Russian Federation). E-mail: luda-ckd@mail.ru Losinskaya Anna Yuryevna, PhD of Philosophy, Associate Professor of Department of Socio-cultural Activities, Culturology and Sociology, Tyumen State Institute of Culture (Tyumen, Russian Federation). E-mail: annal_72@mail.ru
Annotation: In the article, the concept of leisure culture is actualized, and its meaningfulness opens up in the context of accomplishment and self-accomplishment of learning youth. The study assesses the role of play and game practices in the formation of leisure culture in connection with the age psychological and socio-demographic characteristics of students. The features identified, including the regional material collected and analyzed by the authors in the course of working on the dissertation research. The game is considered as the constitutive beginning of culture, in accordance with the concept of Y. Huizinga, as a model of any particular activity. The main schools of game modeling in social and humanitarian practices, including the leisure practices are listed. This gives grounds to consider the game as the main vector of formation of culture of leisure and leisure culture. In connection with the differentiation of interrelated processes of accomplishment and self-including in the process of free unregulated activities in the field of free time, i.e. in the field of leisure, the difference in the concepts of “culture of leisure” and “leisure culture” is emphasized. The first of them is connected with the activities of public institutions in the course of socio-cultural activities, the second, with the education of personal culture in the course of socio-cultural activities. However, in the formation of both phenomena, designated by these concepts, the role of the game and game practices as their main vector is shown. It is described how they provide the relationship of personally significant experiences and socially significant moods.
Keywords: leisure, leisure culture, game, game beginning, game modeling, culture of leisure, learning youth.
DOI: 10.31773/2078-1768-2019-47-220-231
Article ID in the RSCI:
Article file: Download
Information about authors: Antonova Ludmila Yuryevna, PhD in Culturology, Associate Professor of Department of Socio-cultural Activities, Culturology and Sociology, Tyumen State Institute of Culture (Tyumen, Russian Federation). E-mail: luda-ckd@mail.ru Losinskaya Anna Yuryevna, PhD of Philosophy, Associate Professor of Department of Socio-cultural Activities, Culturology and Sociology, Tyumen State Institute of Culture (Tyumen, Russian Federation). E-mail: annal_72@mail.ru
Annotation: In the article, the concept of leisure culture is actualized, and its meaningfulness opens up in the context of accomplishment and self-accomplishment of learning youth. The study assesses the role of play and game practices in the formation of leisure culture in connection with the age psychological and socio-demographic characteristics of students. The features identified, including the regional material collected and analyzed by the authors in the course of working on the dissertation research. The game is considered as the constitutive beginning of culture, in accordance with the concept of Y. Huizinga, as a model of any particular activity. The main schools of game modeling in social and humanitarian practices, including the leisure practices are listed. This gives grounds to consider the game as the main vector of formation of culture of leisure and leisure culture. In connection with the differentiation of interrelated processes of accomplishment and self-including in the process of free unregulated activities in the field of free time, i.e. in the field of leisure, the difference in the concepts of “culture of leisure” and “leisure culture” is emphasized. The first of them is connected with the activities of public institutions in the course of socio-cultural activities, the second, with the education of personal culture in the course of socio-cultural activities. However, in the formation of both phenomena, designated by these concepts, the role of the game and game practices as their main vector is shown. It is described how they provide the relationship of personally significant experiences and socially significant moods.
Keywords: leisure, leisure culture, game, game beginning, game modeling, culture of leisure, learning youth.
