Index IntroductionThe sociological perspectiveSocial inequalitySocial institutions, marriage and family, education and religionConclusionsIntroductionThe problem of the imagination of identity is one of the most important in modern sociology. It is impossible to analyze social processes, the functioning and evolution of social systems without referring to the study of the nature of the individual as a subject of social behavior and social relations without studying the needs, interests, spiritual world of a person, without analyzing complexes and diversified links with the micro and macro social environment. Personality is studied by several sciences. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Philosophy concerned with personality as a subject of cognition and creativity. Psychology analyzes personality as a stable integrity of mental processes and properties. A sociologist examines personality as an element of social life, reveals the mechanism of its formation influenced by social factors, the mechanism of feedback to the social world, its changes and the development of public relations. The Sociological Perspective I believe that the path to becoming myself an individual or a socialized person began from the moment of my birth. Personality is a long process of initiation of the individual into the social which is his sociology. This is the broadest concept, which characterizes the formation of personality. Socialization is defined as the process of assimilation by the individual, throughout life, of the social norms and cultural values ​​of the society to which he belongs. Socialization covers all social processes, through which the individual learns certain knowledge, norms and values ​​that enable him to function as an equal member of society. A guiding and guiding principle of socialization is purposeful action (training, education). However, socialization also includes natural and spontaneous processes that influence the formation of personality. The socialization of my personality includes the acquisition of the language of my social community, appropriate ways of thinking characteristic of a given culture, forms of rationality and sensitivity, the adoption of norms, values, traditions, customs, models, techniques and activities . Individuals socialize by participating in different social activities, developing their characteristic social roles. In this regard, the socialization of the individual can be considered as the rise from the individual to the social. However, socialization provides individualization, because it is necessary for the ascension to the individual. Man dominates the world of culture selectively, through the perspective of his own interests and his own vision of the world. By learning culture, people form their own abilities, needs and values. Therefore, there is no socialization without individualization (Jovchelovitch 2015). The cultural environment in which we are born and reach maturity influences our behavior to such an extent that it may seem that we are deprived of any right to personhood or free choice. It may seem that we are simply put into the pre-established shapes that society has prepared for us. The fact that from birth to death we are involved in communion with others undoubtedly shapes our identity, the values ​​we share and our behavior. Socialization also contributes to the formation of our individuality and freedom. In the process of socialization each of us develops a sense of identity and the ability to think and act independently. Identification is the process linked to the field of consciousness, of self-discovery:identify with others, see other people as a continuation of oneself, transfer oneself into others. This idea can easily be illustrated with the example of language learning. In childhood none of us invented a language. However, we are all bound by the rules of language usage. At the same time, understanding language is one of the main factors that enable our self-awareness and creativity. Without language we would not be self-aware creatures and would live mainly in the here and now. Knowledge of the language is necessary for the symbolic enrichment of human life, to realize our individual characteristics and practical skills to adapt to the environment. My parents, especially my mother and grandmother, understood this and actively attracted me to the language and cultural values. In early childhood, my mother sang lullabies to me, my grandmother read interesting stories and told fascinating stories. Thus, the process of my socialization occurred with the growth within me of the sense of beauty and the sense of language. Social inequality Social inequality for many means economic-financial capacity. To break this simple approach, here I will describe the social differences to what extent people allow themselves to express their personality. Due to its public nature, the personality is active, in particular on interests. However, when it comes to the needs of others, running the business is much more complicated. Under the influence of society, the state, traditions, public opinion, the authority of elders, the social group or its leader, under the direct or indirect pressure of other people a person can adjust his activity and direct it in the direction of the needs of those public bodies or institutions to adapt some of the interests to those of others, become flexible, docile and even submissive, that is, take a relatively passive interest of another position (Plummer 2016). This form of expression of the individual's position, which is characterized by passivity, uncritical, conformity and opportunism regarding influence on oneself, is called conformism - an active attitude of the individual. There are several varieties of compliance. Let's assign three. Conformism can express: the adaptable relationship of the personality to the needs of the other personality, obviously, authoritative and influential (personal-authoritarian conformism); the same needs as the large, medium or small social group to which one belongs (internal group conformism); the same relationship with the needs of society, its institutions, dominant social groups, government (public or social conformity). The concept of conformity often coincided with the concept of non-conformity – a passive position in the life of the individual. As for my position in life, it was very active. It's doing the math for the years of my youth. At that time I was already a fairly developed person in mental and social terms. I read many books, especially of a psychological and philosophical nature, I loved the classics, I often argued with my mother on various topics. Furthermore, adolescence is a period in which a sense of uniqueness, of individuality is felt, in a negative variant the opposite occurs - a diffused "I", role and personal uncertainty. Also typical of this phase is "playing a role", when a young person does not choose roles completely, but prefers to try them on himself. Social institutions, marriage and family, education and religion The first social institution that influences the socialization of any human being is the family. For me, family was the outpost that hosted my focused and harmonious development. It laid the foundation upon which my home was builtpersonality. He gave me those standards and principles which I have implied in all the important steps of my life. The family as an important socialization factor is a complex social phenomenon. It is the oldest nascent natural community of people related by blood. However, this is a small group of people interacting, a particular form of interaction. Finally, it is a special social institution that regulates human reproduction with the help of a special system of roles, norms and organizational forms. In our society marriage and therefore family is associated with monogamy (culturally approved sexual intercourse between a woman and a man). Many other cultures tolerate or encourage polygamy, in which an individual may be married to two or more partners at the same time. In the post-war period, family life models have undergone great changes. Currently, a large part of women re-enter the world of paid work, the number of divorces is increasing and a significant part of the population lives in single-parent families or with a stepfather or stepmother. Cohabitation (when two people live together in extramarital sexual communication) is becoming a widespread phenomenon in many countries. Marriage has ceased to be the basis of economic activities and the condition of regular sexual relations. It is obvious that various forms of social and sexual relationships will exist in the future. Marriage and family remain sustainable and well-established institutions, even if they must withstand great stress and tension. The character of the family structure of the clan is determined by the end of the historical-social conditions. Inequality of women in society leads to inequality in the family. On the other hand, the development of democracy, women's rights and freedoms leads to the promotion of gender equality in the family. Family power may be based on traditional views of economic expertise or moral authority. There are many methods to guarantee power to the family. One such method is education: training people to ensure that they can perform necessary and useful tasks. Sometimes contemporary works on training and education processes differ and even contradict each other. Education is seen as a negative process of educational indoctrination. In reality, these are two closely related sides of a single identity formation process. In this regard it is useful to refer to the long history of education. Education has always been considered almost the main mission of education: in antiquity, in the age of Enlightenment, and in the modern age. To continue, a specific but very important form of education is self-education of the personality. Here the subject and object of education are the same person. In this case, the person consciously tries to develop certain human qualities, in particular moral, volitional and physical. Self-education is usually carried out in parallel with processes such as self-examination, introspection and self-education. In a word: it is together with the process of personal identity. When society plays the role of the subject of educational activities, then this form of education is called public. Public education is an indispensable tool for the self-preservation and development of humanity, its civilization, material and spiritual culture. Therefore, each society creates and improves its own educational system. The education system includes its purpose (Abbott & Wilson 2015). The most common purpose, that is, the integrative purpose of the educational activities of the society is to convey a social and spiritual experience to a new generation of people, to prepare the new generation for productive work and other social activities. In relation to personality, the goal ishave socially important traits. This training is achieved through the person's hereditary assimilation of past experiences, the consequent active and conscious education of certain public functions in the various fields of production, culture and communication. If education aims to promote positive and socially important personality traits, then it is humanistic and progress-oriented. Humanistic education seeks to form such a person, who would be highly developed in spiritual, cultural and physical relationship. In addition to the general goals of education, there are other more narrow and specific goals, set by society in general, and by social groups and individuals in particular. All of these goals interact in one way or another. However, educational processes can shape both positive and negative qualities in the personality. It depends in particular on the content and direction of these and other educational processes, on their interactions, on the specific conditions in which the personality lives and acts, on the worldview, on the nature of beliefs, on the critical or non-critical attitude towards what she/he is told, by the totality of interests. In my family, education was given great value, I would even say professional. My mother, as an educator, was well aware that traits formed in childhood very often remain dominant throughout life. Thus he combined the all-round development of the child with the education in me of a sense of responsibility for actions. Indeed, in early childhood a sense of autonomy and personal self-esteem or shame develops. Raising an independent child at this stage poses qualities such as a sense of responsibility, respect, discipline and order in the future. Although now, from the point of view of an already almost formed personality, I realize that, as the first child in the family, I had much more freedom than responsibility, and this contributed to the formation of selfishness. I understand it and my parents understand it too, so when I was five I had a brother. I still remember that feeling of passion when, still a child, I picked him up for the first time. From that moment a man appeared in my life who I should take care of. I have new responsibilities, I often heard words, sometimes not very pleasant, "you are the big brother." This contributed to the suppression of the ego and the formation of a sense of responsibility for the fate of others. Naturally at first I was jealous, because I didn't like that the attention that once belonged only to me, is now divided in two, and more often goes to the little brother. However, now I already played a different social role – the role of big brother, and I realized it even more. When I was three years old, I was sent to kindergarten. It was a totally different, new social environment and I had to find a way to adapt to it. Since I was a very introverted child, it was a real challenge for me. Moreover, here in the process of my upbringing people completely alien to me, leaders, were added, and it was quite difficult to understand that now I have to obey not only mom. So first I went to kindergarten with regret. Since then I can talk about the formation of my social imaginary. Man's sociality is his relationship with the social community. Human sociality can only be explained through the study of the individual's social relations with a variety of groups (class, professional, settlement, demographic). Finally, society supervises the implementation of the role assumed by man in strict compliance with the defined role norms because it is through the concept of social role that the mechanism of insertion of the individual into social life, i.e. the mechanisms of socialization, becomes clear.”.