АНГЛИЙСКИЙ ЯЗЫК ДЛЯ ГУМАНИТАРИЕВ (B1–B2). ENGLISH FOR HUMANITIES: учеб. пособие для СПО
The book is aimed at developing students' listening and speaking skills via utilizingTED-talks on a variety of topics including education, time management, politics, discrimination, and modern inventions.
During the implementation of the higher education reform, aimed at applying the competence-based approach to teaching, the content and form of teaching is changing. University graduates should possess a number of skills including a good command of a foreign language. When teaching a foreign language, an important role is given to spoken and professional discourse. The task of the teacher is to select effective educational practices aimed at increasing students’ motivation to cognitive process, acquiring new knowledge, developing new skills, as well as to choose methods, activities and
The notion of humanities has various meanings – a discipline / an art / a space for speculative thinking / secular humanism etc. I will focus on the ‘discipline’. Humanities as well as social sciences are concerned with human aspects of the world. It is difficult to define a boundary between them, both in their subject, and in method, still social sciences are interpreted as more empirical and formalized, closer to the ‘ideal’ of sciences. It is remarkable that historical studies traditionally have been considered part of the humanities, although in modern Academia, history is occasionally classified as a social science. My aim is to demonstrate why history has not become a real social science, although in 1960-80s historians who represented the most advanced trends within the discipline aspired to this. I then extrapolate my conclusions to other disciplines of the humanities.
I think two topics are central here: uneasy relationship between social theories and methods, and indispensability of the cognitive potential of the humanities.
Since mid-20th c. as a result of the ‘socialization’ of the humanities historians have barely produced theories of their own; instead they borrowed theories from social sciences. However, while the borrowing of the theories of other disciplines proved to be workable, the adoption of the methods of social sciences – psychometric testing, sociometric monitoring, ethnographic description, in-depth interview, long-term observation and s.o. – was impossible. In the end, the impossibility of using the social sciences’ methods ensures resistibility of the humanities and enables to preserve their disciplinary core. At the same time the humanities dealing with meanings can catch things more ephemeral than trends, patterns, mechanisms and statistical rules.
To bring what is hidden into the open is the task of any discipline; the question is what the nature of the hidden. The mystery of the humanities is in its ‘softness’, which they cannot be rid of, and which makes them flexible. Flexibility is not only a generic quality of the humanities, it also implies a very different cognitive mechanism. The area of the humanities still contains a large pool of vague ideas, which have powerful heuristic potential (Die Sattelzeit, longue durée, the Carnival, archeology of knowledge, la mort de l'auteur, etc). Moreover, flexibility of the humanities often leads to metaphorization of even highly formalized concepts of social sciences (path dependence, thick description, symbolic power, social interaction, actor, etc) that expands the field of their application.
The general trend towards ‘scientization’ of social sciences and the humanities, especially in the late 20th c. is balanced or compensated by a reverse tendency – the growth of fictional moment linked wither to social imagination, fantasy and fiction (when a wave or yet another ‘turn’ in the humanities does not work linearly but overlaps with similar tendencies). In contemporary sociology the turn to ‘imagination’ is actual since Wright Mills, but is also relevant for classical texts (the juxtaposition of Max Weber and Thomas Mann, a non-fiction novel and the sociology of the Chicago School etc.). At the same time, the interpretation of the humanities as arts, and not only sciences, following the well-known formula of Art and Science does not show their weakness or immaturity but rather their flexibility at the moments of social crisis or the rise of anti-scientist mood. In the history of knowledge the closeness of art history or philology to contemporary artistic trends (as in Russian formalism, for example) went well with aiming to scientific innovation – against stagnating academism.
The last of IAFOR’s European Conference series saw the First European Conference on Arts and Humanities (ECAH) paired with the First European Conference on Language Learning (ECLL). The ECAH event was chaired by IAFOR IAB Chair, Professor Stuart Picken with the ECLL event chaired by Professor Steve Cornwell of Osaka Jogakuin University. This event saw 250 people from more than 50 countries in an incredibly diverse celebration of interdisciplinary and intercultural study. The theme for the Arts and Humanities conference was “Connectedness, Identity and Alienation” and our selection of featured speakers came at this topic from a number of different angles: Aaron Sachs, Professor of History at Cornell University (USA) took delegates back a century to the end of the First World War and Modernist theories which tried to make sense of this low point in European civilization in a paper entitled, “From Trauma to Rediscovery: Lewis Mumford and the Modern Search for Connection through Time and Space”. Professor Roberto Bertoni of Trinity College Dublin took us to the present to look at questions of identity and alienation in the highly mediatized society of modern day Korea with a presentation on “The Innocent Man (착한 남자): Alienation of Characters and Audience, Acquisition of New Identity, Catharsis”. Daniela Nadj, currently a lecturer in law at the University of Westminster delivered a powerful and wide-ranging address on “The Juridicalisation of Gender-Based Violence against Women in the Current Political and Legal Moment - A Critical Feminist Observation of International Wartime Sexual Violence Jurisprudence”. The paper provided a critical feminist analysis of international wartime sexual violence jurisprudence, as it is constructed in current feminist scholarship and the surrounding debate, and elicited much debate among the international delegates. The European Conference on Language Learning saw featured speakers from a number of different countries look at concepts of “Connectedness, Identity and Alienation” as they relate to different aspects of language, including Professors Kiyomi Chinen, Masako Douglas, and Hiroko Kataoka from California State University, Long Beach, USA, who looked at issues surrounding heritage-language education with particular relation to Japanese in California. Professor Olesya Orlova, of Kemerovo State University (Russia) looked at language in the Russian context in a paper entitled “National Stereotypes as Means of Connectedness, Identity and Alienation”. Finally, Dr Miho Inaba of Lund University (Sweden) looked at autonomous learning in the acquisition of languages, asking: “What is the Role of “language classes” in Autonomous Learning?: The Implications from Japanese Language Learners’ L2 Activities Outside the Classroom” We would again like to extend our gratitude to the conference chairs, the featured speakers, and student volunteers from Blatchington Mill Sixth Form College for helping to staff the event, and look forward to welcoming delegates back to Brighton in 2014.
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After postmodernism’s key theorists abandoned the topic (Fredric Jameson) or even allowed that postmodernism is no longer exists (Linda Hutcheon), various concepts under the umbrella term “post-postmodernism” have begun to emerge since 2000. One of the last intellectual alternatives to post-modernism was the metamodernism proposed by two Europeans, Timotheus Vermeulen and Robin van den Akker. In 2010 they published a kind of manifesto entitled Notes on Metamodernism in which they argued that there had been a pivot away from cynicism and irony toward sincerity and romance in the newly emerging culture. This pivot heralds the arrival of the new era of metаmodernism. The author of the article critically evaluates the manifesto and concludes that the concept of metamodernism does not stand up to scrutiny and has little of substance to offer. The metamodernism manifesto is at best a set of declarations. However, this does not mean that the metamodernists had not intuitively hit upon the key to cultural and social tendencies that are still not completely clear. At the end of 2017 a new collection of articles edited by Vermeulen and van den Akker was published. Even though the authors of the metamodernism concept had almost nothing new to offer and failed to develop their ideas any further, other researchers and thinkers with different theoretical orientations from the original authors have taken up the metamodernism impulse and made it qualitatively more interesting. The metаmodernism project has been developed with greater sophistication by theorists and also through empirical research. Metamodernism has been vindicated by the new life it has been given.
Within a brief historical period, BRICS as an inter-State association has become an influential player in the world economy and politics. BRICS is a primarily political entity, and in that regard, the BRICS grouping correlates with the Shanghai Cooperation Organization (SCO). However, not all the expectations placed on the SCO by the founding countries at the time of its creation in 2001 have been met so far. The question is to what extent expectations may be fulfilled in case of BRICS.