INTERCULTURAL CONTENT OF A FOREIGN LANGUAGE TEXTBOOKS: CONCEPT, TEXTS, PRACTICES
At present, the potential of the intercultural approach to teaching foreign languages is looked at from different perspectives. Its acknowledged interpretation assumes that the student is constantly submerged in the situation of comparison between two cultures: the native and a different one. While acquiring another culture, he revises the native one, extending the vision of himself and of the surrounding world. This didactic concept requires changes in the system of foreign language teaching. The most obvious transformation must take place in the structure and content of the foreign language textbook. The article contains the analysis of how the authors of modern textbooks of the French language understand the intercultural approach and how they implement it. This task is accomplished by a comparative analysis of the guidelines, texts, and educational assignments. The article raises an issue of how to prepare students for the dialogue of cultures.
Nowadays intercultural dialogue is regarded as one of key points in various fields of knowledge: philosophy, sociology, political science, linguistics, methods of teaching foreign languages. Despite the crisis of the idea of “interculturalism”, the interest to the dialogue of cultures is not going down. On the contrary, it is becoming stronger and stronger. The status of intercultural dialogue is changing, its role as a social and human phenomenon is being revised. These changes are taking place due to the fact that the modern nature of international cooperation and cross-cultural communication is complicated by political, social, cultural processes caused by globalization, the opposition of civilizational values. The global society faces many challenges in the process of preparing younger generations to unexpected, often conflict-prone, complicated conditions of international cooperation and communication. There is a need to find specific tools that can reduce the intensity of confrontation, to diminish the devastating effects of modern globalization shifts and deformations. The article raises the question of the application of the intercultural approach as a soft power tool in university educational environment.
The collection contains materials of the plenary session, panel discussions and sections of the 17th International Likhachev Scientific Readings held May 18-20, 2017 in St. Petersburg State University. The representatives of more than 20 countries took part in the Readings. The agenda of the Readings includes the universal problems of our time: "Education in conditions of formation of a new type of culture", "Culture and global challenges of world development", "Humanitarian problems of modern civilization."
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.