Conceptual, Linguistic and Pedagogical Aspects of Humanitarian World Picture

Alfinur A. Galiakberova, Norair M. Asratyan, Zoya D. Asratyan, Azat G. Mukhametshin

Özet


The modern world faces numerous challenges that ultimately have a worldview nature. Every person included in the global processes meets with many contradictions, the settlement of which determines the direction of different communities and the whole of mankind movement. Globalization which began and was initially conceived as a process of world economic, political, cultural integration, rapprochement of peoples, over time began to demonstrate its negative aspects: socio-cultural unification, standardization of human tastes and preferences, stereotyping of people's habits and behavior, weakening of traditional values and ties. At present globalization is opposed to a relatively new process of extending glocalization as the desire to avoid the extremes of globalization, to prevent the disappearance of regional differences, to preserve and strengthen economic independence and cultural identity. This inevitably puts a human being and the whole mankind not only in front of the need of extensive scientific, technical and technological, social and humanitarian knowledge, but also requires the development of the ability to comprehend the whole array of diverse knowledge obtained in order to efficiently, in activity-based way use them. Therefore, alongside with general ideas about the world, the important task is integration of diverse modern humanitarian knowledge into the overall humanitarian picture of the world. The article examines some key methodological issues of the formation of the humanitarian world picture, including the problems of the language worldview, and focuses on the teaching of the experimental course "Humanitarian picture of the world" in the framework of the model of practice-oriented training of Russian pedagogical staff.


Anahtar Kelimeler


Humanitarian and natural science world pictures, Language picture of the world, Practice-oriented training of teachers, System-activity approach.

Tam Metin:

PDF (English)

Referanslar


Asratyan, Z. D. (2015). Thematic Role of Concept in Imaginative Discourse. Pedagogical Journal of Bashkortostan, 1(56), 27.

Asratyan, Z. D. (2017). Some Linguo-cultural Concepts in Contemporary British Literature. Russian Linguistic Bulletin, 2(10), 41.

Asratyan, N. M. (2016). On Interconnection of Natural Science and Humanities. Sociological investigations, 6, 138–141.

Bakhtin, M. M. (1979). Aesthetics of Verbal Art. Moscow: Art.

Blokh, M. Ya. (2010). Concept and the World Picture within the Philosophy of language. Space and Time, 1, 37.

Humboldt, W. (1984). Selected Works on Linguistics. Moscow: Progress.

Guruzhapov, V. A. & Margolis, A. A. (2014). Projecting a Model of Practice-oriented Training of Pedagogical Staff within Bachelor's Programs for Training Primary School Teachers (Psychological and Pedagogical Education) on the Basis of the Network Interaction of Educational Organizations Implementing Higher Education and Primary General Education Programs. Psychological Science and Education, 19(3), 143-159.

Khasanoff, Sh. R. (2017). Professional and Humanistic Values’ Formation for Students of Tadzhikistan’s Pedagogical University. Baltic Humanitarian Journal, 6(3), 304-307.

Koldina, M. I.; Vaganova, O. I. & Trutanova, A. V. (2017). Methods and Means of Formation of Cultural Competences of Training High Schools. Baltic Humanitarian Journal, 6(3), 175-177.

Likhachev, D. S. (1993). Sphere of Concepts of the Russian Language. Izv. AS USSR. Ser. Lit. I Yaz., 52(1), 8.

Popova, Z. D. & Sternin, I. A. (2010). Cognitive Linguistics. Moscow: ACT.

Radchenko, O. A. (1997). Language as a World-creation. Linguophilosophical concept of neogumboldtianism, v. 1. Moscow.

Rasmussen, D. M. (1971). Mythic-Symbolic Language and Philosophical Anthropology: a constructive interpretation of the thought of Paul Ricœur. Martinus Nijhoff.

Rubtzov, V. V.; Margolis, A. A. & Guruhzapov, V. A. (2010). On the Practice-oriented Content of a Modern Teacher’s Psycho-Pedagogical Training for a New School. Cultural, Historical Psychology, 4, 62-80.




DOI: http://dx.doi.org/10.7596/taksad.v7i3.1753

Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2018 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.