Dialogue of cultures Search for universal approaches to childhood. Crop dialogue in a multinational educational environment
MBDOU № 27.
"Zhuravushka"
PRESCHOOL EDUCATION:
modern approach to the dialogue of cultures
It is known that the historical experience of coexistence and interaction of different cultures is based on indispensable accounting for their real specifics, which allows to determine the most preferred embodiments of intercultural integration and the optimal forms of the intercultural exchange and interaction process.
According to many cultural scientists, the positivity of the modern era is clearly observed care from a monocultural view of the surrounding reality.
Understanding the culture as reflection of the sphere of public consciousness of a person led to the design of the advanced form of human relations - the dialogue of cultures and forms of intercultural interaction.
Currently, when the population of almost all regions of Russia has lost monooculture and monoethics, there is a need to design such an approach to the dialogue of cultures, which would not be interacted among themselves subjects and programs within a single educational institution, and the organization of the education and education process from preschool childhood Senior school age based on the ideas of intercultural dialogue, croscularity and personal interaction.
Since preschool age is a period of personality culture begins to form, this is the most favorable time for the development of interest and respect for native culture, the adoption of manifold and the specificity of ethnic cultures, education of a benevolent attitude towards people, regardless of their ethnicity.
Modern approaches to pre-school education require the creation of conditions for attachment to national values, to the history of the native land, orientation to the dialogue of cultures of ethnic groups in the pedagogical multinational preschool institution. Of course, this is possible in the conditions of implementing the goals of the humanistic education system, the organization of the pedagogical process in accordance with the main areas of attachment of children to various aspects
multiethnic culture, their modern development.
An attempt to standardize the content of pre-school education and education at the new modern level through the implementation of the culture dialogue, undertaken in the Multicolored Planet program, distinguishes it from other modern pre-school programs (typical and variable) and defines the special target orientation of the new program.
Basic strategic purpose The Multicolored Planet Programs is the development of a child's personality based on national and universal values.
Main task The programs "Multicolored Planet" is the provision for each small Russian equal conditions (equal start) for the development of the cultural values \u200b\u200bof his native country.
To implement a program in the multicultural education of preschool children, we use a variety of means:
communication with representatives of different nationalities;
folklore;
fiction;
game, folk toy and national doll;
decorative and applied arts, painting;
music;
national Kushan.
But the universal unit of organizing training and education in our work has become STORY Working on which is conducted in the interdisciplinary and communicative-cognitive key.
Educator Second
junior Group
Shilova I.V.
From the experience:
In my group, I adapted a teaching complex with complications.
In 2014, I developed a series of classes under the general name "Ebius Sandiga" (Grandma Chest).
In these classes, the main acting character is ebi (grandmother), to which we love to come to visit.
Ebi-experienced elderly woman who knows a lot and tell us a lot. There is a magic chest that has a lot of magical secrets.
In classes for the development of full
gaming communication i use gaming
the situations in which Ebi falls.
Through the game plot we get acquainted
with different new objects
from the chest, we consider in detail
they study, examine , play with them.
Gaming character provides me with an educator,
put the child into the position of the subject of cognitive activity.
In this chest can be various characters
famous fairy tales with which we create a dramatization game
and theatrical games ...
The "Multicolored Planet" program is designed to provide each child who lives in Russia, equal to the start, which will allow him to continue to successfully learn both in Russian and in other languages \u200b\u200bof the people of the Russian Federation. The development of the child in the program is integrative, through the organization of the gaming activities of children based on a fairy tale; Ensures the implementation of the dialogue of the cultures of the peoples of Russia, as well as the general acquaintance of children with world heritage. Bilingual and multicultural construction of the Multicolored Planet program allows you to include any native language in the educational and educational space, which makes the program unique.
Educator of the middle group
Shafiyeva F.R.
From the experience:
Come
to us
Bibler Vladimir Solomonovich is a philosopher scientist of the Russian Humanitarian University, Moscow.
Kurganov Sergey Yuryevich - Experimentator teacher, Kurgan.
The problem of dialogue in training and education is not new, but in a number of technologies it reduces to the problem of communication, the actualization of the meaning of the forming reflexive and other personal functions. In the technology "Dialogue of Cultures", the dialog itself appears not only as a means of learning, but as the essential characteristics of the technology that determines its purpose, and the content.
The basis of the "Dialogue of Cultures" is based on the ideas of M.M. Bakhtin "On Culture as a Dialogue", the ideas of "internal speech" L.S. V. V.S. Vos. VS Bibler.
Dialogue as a bilateral information meaning is the most important component of the learning process. It is possible to distinguish inside a personal dialogue, dialogue as speech communication of people and the dialogue of cultural meanings, on which the technology of the dialogue of cultures is being built.
Classification technologies:
By level of application: tagged.
By philosophical basis: dialectic.
By the main factory of development: Sociogenic + psychogenic.
For the concept of assimilation: Associative-reflex.
By the nature of the content: Training, secular, humanitarian, general education, didactic center.
According to organizational forms: traditional class-grade with group elements.
By the approach to the child: pedagogy cooperation.
According to the prevailing method: Explanatory-illustrative + problem.
Target orientations:
The formation of a dialogic consciousness and thinking, the liberation of it from flat rationalism, the monophilic of culture.
Upgrading of substitution, conjugation in it of various, not convergeous cultures, forms of activity, semantic spectra.
Conceptual ideas:
Dialogue, dialogue is an integral component of the internal content of the personality.
The dialogue is a positive content of the freedom of personality, as it reflects the polyphonic hearing towards the surrounding world.
The dialogue is not a manifestation of contradictions, but coexistence and interaction of never consentials in a single interaction.
Modern thinking is built according to the culture schematism, when the "higher" achievements of human thinking, consciousness, being entered into dialogical communication with previous forms of culture.
In the technology of "Dialogue of Cultures", the dialogue acts in two functions:
1. Form of learning organization.
2. The principle of organization of the content of science itself:
a) dialogue - determination of the very essence and meaning of the digestible and creatively formed concepts;
b) the dialogue of cultures in the context of modern culture is deployed around the main issues of being, the main points of surprise;
Features of the organization of content:
1. Projections to the entire process of learning characteristics of culture and thinking epochs:
Antique thinking - Eidetic;
Medieval - triggering thinking;
New time - rationalistic thinking, mind - all;
Modern era - relativism, lack of a single picture of the world; Characterized by the return of thinking to the initial principle.
2. Training is built on a cross-cutting dialogue of the two main spheres of the educational process: the speech element of the Russian speech and the historical sequence of the main forms of European culture.
3. The sequence of classes corresponds to the sequences of the main historical crops that replaced each other in European history - ancient, middle-old, and prominent - how these cultures are reproduced in the problems of the modern culture of the 20th century.
I-II Classes: Points of surprise are "nodules" of understanding that will become the main subjects of development, dissemination, dialogues in subsequent classes. Examples: Mystery of the Word; mysterious number; Mystery of nature phenomena; mystery of the moment of history; Mystery of consciousness; The mystery of the subject gun.
III-IV: Antique culture.
V-VI: Medieval culture.
VII-VIII: the culture of the new time, rebirth.
IX-X: Culture of modernity.
XI: Class specially dialogic.
4. Training in each academic cycle is based on the internal dialogue, tied around the main "wonder points" - the initial mysteries of being and thinking, focused already in the elementary classes of our school.
5. Training is not built on the basis of the textbook, but on the basis of indigenous, real texts of this culture and texts that reproduce the thoughts of the main interlocutors of this culture. Results, the results of the student's work, its communications with people of other cultures are also implemented in each academic cycle also in the form of copyright student works created in the internal dialogue of this culture and in the intercultural dialogue.
6. The author of programs for each class is a teacher. Each pedagog author, together with the guys of each new first class, discovers a certain through "funnel problem", which can become - precisely in this case - the basis of a ten-year study program. Such a funnel, such a special fiction of surprise, is unique, unique, unpredictable for each small group of the new generation, - gradually draws into all problems, items, ages, culture - in their holistic dialogue conjugation.
And this, who finishes the state of the eve of the eve, a holistic point of surprise should - on the plan - to persist and deepen throughout human life.
Features of the technique:
Creating a situation of dialogue. V.V. Serikov, Introduction to the situation of dialogue involves the use of such elements of technology:
1) diagnostics of student readiness for dialogical communication - basic knowledge, communicative experience, installation on the presentation and perception of other points of view;
2) search for support motifs, i.e. those exciting students of issues and problems that can effectively form their own meaning of the material being studied;
3) processing of educational material into the system of problem-conflict issues and tasks, which implies the intentional aggravation of collisions, the elevation of them to the "eternal" human problems;
4) thinking through various variants of the development of the plot lines of the dialogue;
5) designing ways to interact participants in the discussion, their possible roles and conditions for their adoption by students;
6) hypothetical detection of improvisation zones, i.e. Such situations of dialogue, for which it is difficult to provide for the behavior of its participants in advance.
Points of surprise, riddles of being.
Under them are meant those nodules in the consciousness of a modern child, in which the formation of the main objects of school, learning understanding. In these "points", the initial shutows of the psychological and logical interconnection of consciousness occurs - in thinking, thinking - consciousness. There is a braking and inventing in the oddity of these nodes. These mysterious-presses in the snovel "Consciousness-Consciousness", these initial objects of surprise and should become a "disputes" of the dispute ... in all subsequent classes - ages - cultures.
BUT. Word riddles. The teacher should be attentive - "ears on the Makushka" - such as childish discoveries and difficulties: the word as a moment of statements - in different "speech genres", the word as - at the same time - the moment of supply in the rigid system of grammatical rules, the word is in its identity, in Its inside speech fibony and inseparable. Accordingly, the word and the language itself - as the basis of the message, information in the dispute with the idea of \u200b\u200bthe word, language, speech, in his very listening sense, as the basis of reflection, the removal itself, in the dispute, further, with the poetic, figurative, "spell" and speech.
B. Riddles numbers. The birth of the idea of \u200b\u200bthe number, mathematical attitude to the world, to the "third world" of the popper, in the conjugation and dialogue of processes 1) measurement, 2) accounts of discrete, single, indivisible things, "atoms", "monad", and finally, 3) voltages - Temperatures, muscular effort, etc. The number is as an impossible combination, the intersection of these, at least the "three" forms of idealization.
IN. Riddles of the phenomenon of nature. A separate independent phenomenon and natural integrity - soil and air, and the sun focused in the sprout, in the grass, in the tree ... Infinite Universe and - Earth, Planet ..., "A drop, all absorbing", and - separate from It is the world ... The subject of nature is its part and - its beginning, the opportunity, source ... The subject is the image of a whole. Inposableness that in the future course will be the basis of individual industries - mechanics, physics, biology, chemistry, etc., and - the predisposition of these discrepancies.
G. Riddles of I consciousness. These riddles have a special meaning throughout the structure of the training course of 1-2 classes. It is formed, rooted and becomes strange for himself the main subject of learning in our school student.
If seven eight-year-old people are not strange for himself, he will not be surprised - himself - nature, in a word, number, and most importantly - in essentially as a trainee, that is, something painfully not knowing, more precisely - not understanding, but scary to understand - if All this will not happen, - then the entire idea of \u200b\u200bour school is doomed to failure.
D. Moon of history. Now is not only a personal memory, but the memory of the former and without me and without me and the correlation of this memory with the memory of what happened to me is that there is a face of my ... "Heredity." The vector of the passage of non-returning moments and lives and isaming on the phenomenon of culture. Time and eternity. Types of historicism. Interest in genealogy. History and her monuments. The accumulation of "Knowledge, skills, skills" in the movement of history and, on the other hand, the development of the ability to grow "roots up", sand up its past. History and - culture. The mystery of the two forms of historical understanding: "As it was ..." and "how it could be ...". Points of birth and death - point of closure of mysteries "I-Consciousness" and mysteries of history. Calendars, their spectrum and "extraness".
Gaming focus:
The main meaning of these centers is the method of "physical actions", in its own way preparing the student to his role a subject of training activities. This is a new line between consciousness and thinking, a line of line: a game is cultural activity. Such a focus is assumed:
A. Physical games, gymnastics with a special development of independent forms of rhythm as one of the essential sources, music poles.
B. Slidery games with elements of poetics and with special attention to the intonation component of speech.
B. Artistic image - in the subjective focus of the eyes and hands, in the objective embodiment on the canvas, in clay, stone, in the graphic rhythm of the lines, in the beginnings of architectural vision. Picture. Imagination.
G. Elements of manual labor, craft.
D. Music is born in conjugation of rhythm and intonation-melodies, musical instrument and singing, execution and improvisation.
E. Theatre. Normal theatrical action. Deepening in theatricality of being. School as a theater.
Methodical features of the dialogue lesson.
Override a common learning problem by each students. Consider their question as riddles, difficulties that the thought awakens, and does not relieve problems.
The meaning in the constant reproduction of the situation of "scientist ignorance", in the concentration of his vision of the problem, its unreasonable question - a paradox.
Performing mental experiments in the space of an image built by a student. The goal is not to solve the problem, but to deepen it, to bring to the eternal problems of being.
Position of the teacher. By putting a learning problem, the teacher listens to all options and overrides. The teacher helps to show various forms of logic of different cultures, helps to reveal the point of view and supported by cultural concepts.
Student's position. The student in the educational dialogue is in the range of cultures. The pairing requires keeping his own vision of the world to a child to the act. In elementary school, it is necessary to have numerous monsters constructions.
Note. Dialogue of cultures as a technology has several published tool options: a) teaching in the "World Art Culture" course dialog mode; b) interrelated teaching of literature and history; c) teaching four subject synchronized software package.
Crop dialogue in a multinational educational environment
People in the most pure form always represent children.
When the national dies in the children, this means the beginning of the death of the nation.
G.N. Volkov
The dialogue of cultures is the situation of the clashes of fundamentally incorporated to each other "cultures of thinking, various forms of understanding."
This concept is laid in the programs and curricula, the concept of development of education, is voiced in lecture courses for pedagogical personnel with advanced training. It can be found in various fields of knowledge - in artificial recognition, in cultural studies, in literature, in pedagogy associated with the training of representatives of ethnic crops, as well as in the sections of linguistics.
The formation of intercultural competencies of students and teachers, teaching tolerance skills, constructive interactions on the basis of intercultural dialogue, as well as in the process of designing an educational environment with mutual understanding with the properties of polyculturity, is one of the important conditions, building a positive relationship with representatives of other cultures.
Pedagogy of polyculturity has its own story. Outstanding thinkers and teachers of the past dedicated her works.
Based on the concept of community of people, their aspirations and needs, Ya.A. Komensky, considered the program of universal education of the whole human race, from the point of view of formation in children of the ability to fulfill mutual responsibilities, ability to respect and love people live in peace with others.
In the formation of a person, for understanding the role of polycultural education, the ideas of PF were valuable. Capteleva about the relationship of universal and national in pedagogy. PF Capteev considered training with his native language as an attachment to the universal, along with national spiritual values. Calling to contact the upbringing not to one people, but to many, since insisted on the idea that the only carrier of true culture may be not only the native people, but also the peoples of other nationalities.
Positions B.C. Bibler and M.M. Bakhtina make a significant contribution to the understanding of the essence of polycultural education. A person becomes unique in the world of culture, where more preferences are given to the knowledge, thoughts, the word, dialogue. Through communication with others, the comprehension of his own "I" occurs, in general, it is preferred that the development of the personality in historical environments is given through the comprehension of cultures, a realization of culture with manifestations in space and time, as well as the definition of a person in the modern world, contributes to the dialogue on their reproduction and interaction.
The concept of "Policy-cultural education", as one of the first regulatory definitions, was given in 1977: "Education, including the organization and content of the pedagogical process, which presents two or more cultures, differing in language, ethnic, national or racial signs."
However, despite the fact that the polycultum throughout its history was inherent in the human community, in Russia today the issue of the education of the younger generation was acute.
Based on the concept of the development of polycultural education in various institutions (kindergartens, schools), which states that all citizens of Russia are an integral part of the Great Russian Nation, regardless of ethnic, racial and confessional affiliation, we can conclude that whatthe need to introduce polyculturity to form a positive attitude to representatives of other nationalities should begin with birth. Since the child in junior age is open to everything new, as well as to any human culture, in the national sense.
To form the foundation, a foundation in a multinational society for integration and socialization in the modern world, one of the missions of preschool and school education.
In order to form a versatile creative personality capable of a multinational educational environment for effective and active livelihoods, which has a submission of homeland, its history, traditions and customs, as well as able to live with people of other nationalities in peace and harmony, it is necessary to apply certain forms and methods. aimed at forming the skills of social behavior of each student.
When teaching children of younger school age, it is planned to be familiar with the identity of the small ethnic volume and the cultures of the Russian people, the global and all-Russian culture, paying attention to the traits are general and special.
For children of different nationalities, purposefully in the educational environment to organize intercultural dialogue, which involves learning a language, history, culture of the native people, the development of universal ethical, national and moral norms.
The implementation of the Additional Education Program may incur certain changes that are taking into account both the age of the child and the educational process of the polycultural component in the working facilities. Directions of work: teaching languages \u200b\u200bother than one or another nationality, mobile folk games and songs, folk crafts, choreography (national dances). In his practice, in various lessons, I spend fizminutka, with elements of mobile folk games and national dances, to create a favorable psychological climate in the children's team.
The development of school-age children of the surrounding space in the framework of polycultural education in a multinational educational environment can be presented in the form of the following table:
Table 1.
At each of the stages of the child's life, there is knowledge of itself as a harmoniously developed personality included in the process of transferring a unique ethnocultural heritage in a multinational educational environment. The logic of building the stages is built in such a way that the perception of culture and customs of the family is closely crossed with the culture of their own and neighboring peoples, where an understanding of the child with a common affiliation for world culture is.
At the heart of the educational system, project activities should be implemented, through the idea of \u200b\u200bwhich, in children by viewing various multinational films, presentations, studying a foreign language, various types of conversations, theatrical performances, moving games of different peoples, there is an adaptation of the existence of a multitude of heterogeneous crops to various values. The interaction between children of different custom and traditions leads to the ethnic tolerance of younger students, namely the lack of a negative attitude towards other ethnic culture.
Based on the above, it can be concluded that the need for the formation of the younger school age the polyculturity and ethnic tolerance is the main link in preparing them for life, subject to the main norms of behavior, in a multinational society. In the process of education and training, a civil position is formed and historically sustainable values \u200b\u200bare enshrined.
Bibliography:
BIBLER V.S. from scientifications to the logic of culture: two philosophical introductions in the XXI century. M., 1991.
Palatkina G.V. Ethnopedagogical factors of multicultural education - M., 2003.- 403c.
Suprunova L. L. Polycultural education in modern Russia // Magister. - 2000. - № 3. - P. 79-81.
In a number of all difficult understood concepts, everything connected with the "culture" is probably the most incomprehensible for the guys who will take. And the culture dialogue, especially when it is necessary to give examples of such a dialogue - so generally cause stupor and shocks in many. In this article, we will analyze this concept of understandable and is available so that you do not experience stupilities on the exam.
Definition
Dialogue of crops - means such an interaction between carriers of different values, in which some values \u200b\u200bbecome the domain of representatives of the other.
At the same time, the carrier is usually a person, a person who has grown in the framework of this system of values. Intercultural interaction can occur at different levels using different tools.
The easiest such dialogue is when you, a Russian, communicate with a person who grew up in Germany, England, USA or Japan. If you have a common language of communication, then you, aware of or not, will broadcast the values \u200b\u200bof the culture in which you grew up. For example, by asking a question to a foreigner, whether they have a street jargon in the country, you can learn a lot about the street culture of another country, and compare it with yours.
An art may serve as an interesting interesting channel of intercultural communication. For example, when you watch any Hollywood family or any other movie, then you may seem strange (even in dubbing), when, for example, the mother of the family says Father: "Mike! Why didn't you take a son at the weekend on baseball?! But you promised!". At the same time, the father of the family, blushing, pale and generally behaves from our point of view very strange. After all, the Russian father will simply say: "It did not come together!" Or "not we are, life is like that" - and will leave the ravis in their affairs.
This, like a small situation, shows how serious about promises (read to your words) in an overseas country and in ours. By the way, if you disagree, write in the comments, with which it is.
Also, any forms of mass interaction will be examples of such a dialogue.
Levels of cultural dialogue
There are only three levels of such interaction.
- First ethnic levelwhich occurs at the level of ethnic groups, read the nations. Just an example when you communicate with a foreigner will be an example of such an interaction.
- The second level is national. In truth, it is not very true to allocate it, because the nation is also an ethnic. It is better to say - the state level. Such a dialogue occurs when some cultural dialogue is built at the state level. For example, students come to Russia from the exchange of neighboring countries and long-term abroad. While Russian students go to study abroad.
- Third Level - Civilizational. What is civilization, see this article. And in this you can familiarize yourself with the civilizational approach in history.
Such interaction is possible as a result of which civilizational processes. For example, due to the collapse of the USSR, many states made their civilization selection. Many were integrated into Western European civilization. Others began to develop originally. Examples, I think, you can lead if you think.
In addition, the following forms of cultural dialogue can be distinguished, which can manifest themselves at its levels.
Cultural assimilation - This is a form of interaction, in which some values \u200b\u200bare destroyed, and others come to replace them. For example, in the USSR there were human values: friendship, respect, etc., which was broadcast in films, cartoons ("Guys! Let's live together!"). With the collapse of the Union to replace the Soviet values, others came - capitalist: money, career, man is a wolf and everything in such a spirit. Plus computer games in which cruelty is sometimes higher than on the street, in the very criminal area of \u200b\u200bthe city.
Integration - This is a form at which one value system becomes part of another value system, as it were, as if the interpenetration of cultures.
For example, modern Russia is a multinational, polycultural, and polyconfessional. In such a country, as ours, cannot be a dominant culture, since they are all united by one state.
Divergence - It is very simplistic when one value system is dissolved in another, and affects it. For example, through the territory of our country, many nomadic hordes were paved through the territory of our country: Khazara, Pechenegs, Polovtsy, and all of them donkeys here, and eventually dissolved in the local value system, leaving their contribution. For example, the word "sofa" was originally called the Small Council of the Khanov in the Empire of Genghisids, and now it is just a piece of furniture. But the word is preserved!
It is clear that in this small post, we will not be able to reveal all the faces necessary for the surrender of the social science for high scores. Therefore, I invite you on our training courses where we reveal all the topics and section of social studies, as well as working on the analysis of tests. Our courses are a complete opportunity to pass the exam for 100 points and enroll in the university to the budget!
Sincerely, Andrei Puchkov