Формирование социологической культуры у будущих специалистов в сфере медиа
The sociological culture of specialists in the field of media is a fundamental part of professional culture, as it implies the ability to competently operate with sociological information – to interpret sociological data for various media channels in the correct forms, accessible to the target audience. However, due to the low sociological competence of modern journalists, there is a discrediting of the consistency of using sociological methods in the field of the media. The author’s concept is proposed for increasing the sociological culture of specialists in the field of media.
The conference materials are devoted to research of systematic fundamentals of the contemporary journalism,
The article concentrates on the analysis of new tendencies in the theoretical foundations of historical sociology in the incoming new century. It focuses on the so called “third wave” in sociology which strangely remains unnoticed by historians. Meanwhile the representatives of the “third wave” rejected the fundamental principles of their teachers – creators of many famous concepts of modernization. The new generation in American sociology prefers to focus their studies on topics other than typology, searching for contingency, unpredictability, chains of events, path dependency etc. Here in conceptual approaches to the past social reality we find out deliberate and thought-out attempt to use transformed and formalized but essentially historical methods which are well articulated. The broader object of the research is the historical knowledge and the professional concepts about “subject and method”, the creation of interdisciplinary areas, mutual adoption and interventions.
We are witnessing now a coming closer together of two pedagogical movements – that of media education (media literacy) and that of information literacy, both of them having previously existed parallel to each other, and without actually crossing each other’s path.
Critical media literacy has gained much importance in Western educational curricula lately but still remains insufficiently explored and implemented in the English language education in Russian universities. This article explores the theoretical foundations of critical media literacy, discusses the necessity to focus on developing students’ critical thinking skills with regard to the proper use of media in the context of English for journalism and provides examples of practical applications. Most English for Specific Purposes (ESP) courses that are designed for future journalists and specialists in media communications are focused solely on either theoretical knowledge about the profession or on general knowledge about the professional world and the language it uses, which is clearly not enough for a successful future activity. The rapid development of the mass media causes a need for journalists of a new type: creative professionals, people who are able to access, analyze, evaluate, distribute media messages and act using all forms of communication. On the basis of the works of leading Russian and international researchers in the field of media education, the author offers a rationale for incorporating critical media literacy into the process of English language acquisition. Therefore, strategies that can be used to strengthen critical thinking abilities are given as well as an in depth analysis outlining the benefits of media literacy for journalism students.
The review of introduction and adaptation of a news literacy course (based on key concepts of Stony Brook University program) to the educational and scientific program of National Research University Higher School of Economics in 2013-2017 as well as additional short-term news literacy workshops for students and teachers from other universities and schools from Russian regions will be made in the text.
The collection contains articles that were published as a result of the work of the 7th International Scientific Interdisciplinary Conference on Research and Methodology Institute of Foreign Languages (RUDN University). The main goal of the conference - to reveal the diversity of functional aspects of intercultural communication within the process of world education integration, to focus on translation and interpreting issues in the conditions of the modern society.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.