The Influence of Civic and Social Activityon the Work Attitudes of Students in Special Educational Institutions
Abstract
The article analyzes the relationship between illegal activity, civic engagement, and labor, with theoretical conclusions supported by empirical data analysis. Social sciences offer established views on this relationship. Domestic studies predominantly show a positive relationship between these categories, while foreign research— such as works by D. Graeber, T. Veblen, and S. Bridgen—indicates it is mediated by social traditions of labor as an educational practice, ranging from strictly negative to positive. For adolescents, V. Zelizer notes labor as a marginal practice unlinked to law-abidingness. Domestic consensus may stem from the Soviet Marxist school, which integrates Marx's early and late ideas, fostering a tradition of labor rehabilitation for law-conflicting adolescents. The study's relevance lies in explaining Russian sociology's theoretical consensus and empirically testing its underlying model. The authors draw on a synthesis of Russian scholars (K. Chermit, B. Rakhmatulina, T. Bagulina, L. Andrianova, L. Minaeva) and D. Greber's ideas on how social traditions condition links between civic activity, labor, and law-abidingness. The analysis demonstrates that socio-civic activity positively impacts adolescents' shared labor attitudes and professional practices when thematically related to military-patriotic activities. These results refine debates on law-abidingness and labor, informing programs for labor rehabilitation of law-inconflictin adolescents.
