scholarly journals CONCEPT “RUSSIAN CHARACTER” IN THE REPRESENTATION OF RUSSIAN-SPEAKING REPRESENTATIVES OF CHINESE LINGUOCULTURE

2020 ◽  
pp. 63-69
Author(s):  
Наталья Валерьевна Деева ◽  
Елена Евгеньевна Рыбникова
Keyword(s):  
Chinese Culture ◽  
Chinese Students ◽  
Field Structure ◽  
Character Traits ◽  
General Direction ◽  
Chinese Youth ◽  
Russian Culture ◽  
Russian People ◽  
Key Features ◽  
The Mind

Введение. Выявление и описание особенностей национального характера, специфики его репрезентации представителями иной культуры входят в круг исследований ряда гуманитарных наук. В лингвистике анализ модели концепта какого-либо национального характера, описание стереотипов, лежащих в основе его формирования, являются ключом доступа к культурно детерминированной информации, хранящейся в сознании представителей определенной лингвокультуры. Подобного рода исследования имеют также и практическую значимость: построение успешных моделей в сфере межкультурной коммуникации невозможно без учета того, что думают, как оценивают представители одной культуры представителей другой. Материал и методы. Материалом исследования послужили языковые реакции, полученные в ходе свободного ассоциативного эксперимента, проведенного с китайскими студентами из Чанчуньского государственного педагогического университета, обучающимися в Кемеровском государственном институте культуры, а так-же результаты анкетирования, позволяющие судить о степени сформированности представлений о России и русских людях у данных представителей китайской лингвокультуры. Результаты и обсуждение. Модель концепта «русский характер», существующая в сознании китайских студентов, говорящих на русском языке, представляет собой полевую структуру (с ядерной и периферийной зонами). Основными чертами характера русского человека представителями китайской лингвокультуры были названы открытость, жизнерадостность, смелость, искренность и др. При этом ядерную зону концепта «русский характер» формируют исключительно положительные качества и черты характера русских людей, такие как открытость, терпеливость, независимость и др., а зона ближней и дальней периферии представлена как положительными (дружелюбность, ответственность, активность), так и отрицательными качествами и чертами характера (эгоистичность, грубость, пессимизм). Всего было выделено 22 признака, которые китайские респонденты приписывают русскому человеку и его характеру. Заключение. Представленные в структуре анализируемого концепта признаки и их перераспределение позволяют сделать вывод о том, что образ русских людей, их характер в сознании студентов из Китая сформированы в большей мере в положительном ключе. Introduction. The purpose of the article is to describe the model of the concept “Russian character”, presented in the mind of Chinese youth who speak Russian, by analyzing its lexical representatives identified by dint of a psycholinguistic experiment. Material and methods. The material of the study was the language reactions received during free associative experiment, which was held with 60 Chinese students. The analysis of the signs that form the structure of the concept “Russian character”, which exists in the consciousness of representatives of Chinese linguoculture, through its verbal objectivization, allows us to see the specifics of perception of representatives of Russian culture by representatives of Chinese, to evaluate the general direction of assessment of Russian by members of another ethnic group. Results and discussion. During the associative experiment representatives of Chinese culture were asked to answer the questions: “What kind of associations do you have when you hear the phrase “Russian character?”, “What kind is a Russian character?”. The analysis of the data obtained through this experiment allowed to pick out 22 character traits attributed by Chinese to Russian people. According to respondents, the key features of the Russian character are openness, cheerfulness, boldness, sincerity, etc. A smaller percentage of respondents (46.7 and 20, respectively) indicated that hardiness and responsibility are typical traits of a Russian person. 1.6 % of respondents think that straightforwardness, dexterity, enthusiasm are characteristics of Russians. Respondents also noted negative character traits of the Russian person. 26.6% of respondents call Russians selfish, 20 % – rude, 13.4 % – irresponsible, 6.7 % – lazy, greedy, etc. Thus, the model of the concept “Russian character”, existing in the consciousness of Chinese students who speak Russian, is a field structure (with nuclear and peripheral zones). The nuclear zone of the concept “Russian character” is formed by only positive qualities and character traits of Russian people, such as openness, patience, independence, etc., and the zones of the near and far periphery are presented as positive (friendliness, responsibility, activity), as well as negative qualities and character traits (selfishness, rudeness, pessimism). Conclusion. In general, the highlighted signs and their redistribution in the structure of the concept “Russian character” allow to conclude that the image of Russian people and their character in the consciousness of students from China are formed in a positive way.

Historiosophy of N.Ya. Danilevsky

2020 ◽  
Vol 58 ◽  
pp. 13-17
Author(s):  
Victor V. Aksyuchits
Keyword(s):  
20Th Century ◽  
World History ◽  
Russian Culture ◽  
Russian People ◽  
The World ◽  
History Of ◽  
First Time

According to the author of the article, N.Ya. Danilevsky anticipated a lot of ideas of the 20th century, in particular those of O. Spengler and A. Toynbee, by offering his concept of cultural and historical types in the book “Russia and Europe”. At the same time N.Ya. Danilevsky was in many aspects the follower of Slavophils while interpreting the originality of Russian people and Russian culture. After the turn of the educated society circles to Russian national self-comprehension initiated by Slavophils, N.Ya. Danilevsky not only scientifically formulated the problems brought forth by the Slavophils, but also offered for the first time the resolution of new important questions by analyzing the world history and the history of Slavic peoples. The author especially stresses the role of N.Ya. Danilevsky in creating the historiosophic concept that forestalled the epoch for many decades.

Discourse and Culture of Learning Communication Challenges

2000 ◽  
Vol 129-130 ◽  
pp. 275-303 ◽  
Author(s):  
Mingsheng Li
Keyword(s):  
Cultural Values ◽  
Teaching And Learning ◽  
Chinese Culture ◽  
Native Speakers ◽  
Chinese Students ◽  
Cultural Learning ◽  
Educational Context ◽  
Educational Models ◽  
Culture Of Learning ◽  
Communication Challenges

It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning. Communication challenges become obvious when teaching methodologies developed in one educational context are exported to another educational context. This paper reports on the findings from a case study conducted in 1997 in the People's Republic of China where pedagogical communication conflicts between English native speaking teachers and Chinese university English language majors became acute. The paper focuses on the problematic area - the discourse of participation that was highly valued, promulgated and practised by native speakers teaching English in China. It will point out some of the discrepancies between this discourse and the Chinese culture of learning. In transplanting Western educational models to Chinese classrooms, participants did not sufficiently acknowledge the cultural distance between these models and the Chinese local socio-cultural and educational realities. The discourse of participation was strongly resisted by Chinese students and teaching by native speakers often failed to achieve the desired results. In spite of the "good" intentions on the part of both native teachers and Chinese students, there existed a vast gulf in their perceptions of what constituted "good" teaching and learning, of what appropriate roles they were fitted in, and what they expected of each other. The paper argues that the gulf, the hidden source of the pedagogical communication problems, can be bridged through creating a cultural synergy in which common interests are to be found and shared, sources of problems identified, cultural differences understood and respected, and learning maximally enhanced.

scholarly journals Calligraphic Traditions in Culture and eEucation of Modern China

2019 ◽  
pp. 143-157
Author(s):  
E. M. Kulanina
Keyword(s):  
Chinese Culture ◽  
Modern Society ◽  
School Curriculum ◽  
Government Support ◽  
Public Access ◽  
University Education ◽  
Modern China ◽  
Negative Consequences ◽  
General Direction ◽  
The Government

Modern processes among Chinese citizens in the field of studying history of their culture convincingly demonstrate an increasing consistent interest in such an important part of it as writing and calligraphy traditions. After detailed analysis of the fundamental documents that control returning calligraphy to the basic school curriculum, it is possible to point out a strong tendency in sustained government support for calligraphy-based courses both as compulsory or additional education. University education also includes calligraphy. Currently, the Government of China is carrying out an educational reform focusing on teaching calligraphy in primary and secondary education; well-qualified teachers are being trained for carrying out this reform. Also there is another arousing interest in teaching calligraphy skills for the aged, which accords with the general direction of social work with a “culture of age” represented by Chinese traditions. The population interest in calligraphy is supported by the cultural-educational activities of numerous calligraphic associations.The recent discussions on calligraphy training demonstrate that this type of activity is not inferior to the pressure of digital technologies, but on the contrary, demonstrate that it still remains as a mean of communication between people, is used by government as another mean for increasing cultural level of the population, for preserving and increasing national cultural heritage.The methodology of studying mentioned questions is based on a content analysis of Chinese media publications, as well as the fundamental documents that are provided for public access on official websites of the Ministry of Education of the People’s Republic of China and on the university websites which implement and develop the latest strategy in calligraphy teacher training program. The main result of the study could be considered as clarifying the role of calligraphy in modern Chinese culture, where an intentional return to this method of mastering traditions is associated with the desire to incorporate the best of the previous achievements, and combine it with the desire to withstand the negative consequences of the changed living rhythm of modern society.

scholarly journals PSYCHOLOGICAL FACTORS OF FORMATION OF SECURITY CONCEPTS IN MILITARY HIGH SCHOOL CADETS

2017 ◽  
pp. 141-150
Author(s):  
A. G. Kostousov ◽  
M. S. Ivanov
Keyword(s):  
Psychological Factors ◽  
National Guard ◽  
Value Orientations ◽  
Educational Process ◽  
Character Traits ◽  
Whole Person ◽  
The Individual ◽  
Military Institute ◽  
The Mind ◽  
Relationship Of

The article presents the results of studies on the relationship of formation of security concepts and individual psychological characteristics, such as intelligence, character traits, internality of person, value-semantic sphere of the person described as psychological factors of representations. The subjects were students of Military Institute of the Russian Federation of the National Guard troops, whose training involves the formation of military-professional competences directly related to security. Representations about security are considered as a complex semantic construct in the minds of students, is one of the basic elements of professional representations system. According to the results of statistical data, we found significant correlations between the characteristics of security concepts and the level of intelligence, lack of cusps  of  character  traits,  a  meaningful  life,  internality  personality,  maturity of the system of value orientations. It is suggested that security representations is a complex construct in the mind, which is closely integrated in the individual relations, emerging in connection with the development of the whole person. It is concluded that the educational process should be improved in respect of the formation of the security concepts in military education. 

The History and Culture of Galician Rus’ as Viewed by Galician-Russian Enlighteners and National Activists in the 20th Century

2020 ◽  
Vol 58 ◽  
pp. 349-358
Author(s):  
Kirill V. Shevchenko
Keyword(s):  
19Th Century ◽  
Russian History ◽  
Russian Culture ◽  
Organic Part ◽  
Russian People ◽  
The First World War ◽  
Russian Literary ◽  
Russian Intelligentsia ◽  
The 19Th Century ◽  
First World

The article analyzes the views of the leading Galician-Russian socio-public and cultural activists of the 19th century on the history and culture of Galician Rus. Most Galician-Russian intelligentsia of the 19th century shared the idea of Galician Rusyns being an inseparable and organic part of the triune Russian people consisting of Great Russians, Little Russians and White Russians. Galician Rusyns were considered by Galician-Russian intelligentsia as a kinship branch of Little Russian people. Galician-Russian cultural figures stressed the primordial tradition of cultural and historical unity of all Russian lands as well as the important role of Galicia in common Russian history. Thus, they considered the native of Galicia Metropolitan Peter to be one of the major figures in mutual Russian history as he supported the policy of Moscow Prince Ivan Kalita and played the crucial role in turning Moscow into the church capital of Russian lands in early 14thcentury. Moreover, the Galicians and Little Russians by birth played very important role in developing Russian culture, education and public thought in the period of the 17th –19th centuries. Traditional orientation of Galician-Russian intelligentsia on Russian culture and Russian literary language in the 19th century was strongly opposed by the representatives of the Ukrainian movement, which supported the idea of Galician Rusyns being a part of the Ukrainians, not belonging to Russian nationality. Due to political reasons, Ukrainian movement was widely supported by Austrian and Polish authorities, who used the First World War as a suitable pretext for mass repressions against the representatives of Galician-Russian movement in Galician region.

LANGUAGE-AND-CULTURE PERSONALITIES OF FOREIGN STUDENTS IN MULTICULTURAL ENVIRONMENT OF RUSSIAN HIGHER SCHOOLS: PROBLEMS AND THEIR SOLVING

2021 ◽  
pp. 101-103
Author(s):  
E. Yu. Varlamova ◽  
Keyword(s):  
Personal Development ◽  
Foreign Students ◽  
Foreign Student ◽  
Language Training ◽  
Russian Culture ◽  
Language And Culture ◽  
Multicultural Environment ◽  
Key Features

The article deals with problems of personal development of a foreign student, involved in language training in Russian higher schools. The author has analyzed the problems and defined the ways of their solving, based on pointed key features of the multicultural environment of the Russian higher school and on the principle of dialogue between cultures – foreign and native student’s cultures, as well as the national Russian culture.

The Disobedient Diaspora: Overseas Chinese Students in Mao’s China, 1958-66不歸順的流散者: 僑生在毛澤東時代中國 (1958-66)

2014 ◽  
Vol 10 (2) ◽  
pp. 220-238 ◽  
Author(s):  
Shelly Chan
Keyword(s):  
Cultural Revolution ◽  
Chinese Students ◽  
Overseas Chinese ◽  
Chinese Youth ◽  
Republic Of China ◽  
Great Leap Forward ◽  
Archival Record ◽  
The Great Leap Forward ◽  
Radical Transformation ◽  
Party State

Between 1950 and 1966, about 60,000 overseas Chinese youth, officially known as qiaosheng, entered the People’s Republic of China (prc) as students and refugees from Southeast Asia. In the state archival record, qiaosheng appeared collectively “disobedient” to socialism, first cast as “capitalist” during the Great Leap Forward (1958-60) and later as a “two-faced” threat during the Cultural Revolution (1966-1976). Not to be taken as face value, their supposed “disobedience” illustrated the broad and complex challenges that the diaspora posed to Mao’s China. Even as the Party-state valued the mobilization of overseas Chinese resources, a combination of massive inflows of refugees from abroad and radical transformation at home produced many conflicts over qiaosheng across the 1950s and 1960s. Thus, the narrative of “disobedience” revealed not only an unstable relationship between China and the diaspora, but also how the diaspora functioned as a key site whereby differences between socialism and capitalism were worked out.

Trial as Theatre in the Russian Revolution

1998 ◽  
Vol 23 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Richard Stites
Keyword(s):  
Russian Revolution ◽  
Verbal Description ◽  
Ordinary Life ◽  
Russian People ◽  
Living Form ◽  
The People ◽  
The Mind ◽  
As If

In an extraordinary passage of The Mind and Face of Bolshevism, the Hungarian journalist and philosopher, René Fueloep-Miller, made this observation in the 1920s on the innate theatricality of the Russian people:If a Russian recounts an incident in company, in his political club, or even in the street, he does not for long confine himself to verbal description. Suddenly, he sends a gesture into space, like an arrow from a bow, at the same time giving a cue to another in the circle, who immediately becomes an actor in the drama. Though at first the whole thing looks like a very excited discussion, soon many emphatic gestures and words creep in and an increasing number of bystanders begin to take part in the scene. Suddenly the recital takes living form: chairs and tables are shifted with a few touches, and soon stand in a particular relation to each other and to the events being enacted. Men and things are now subject to new and different laws. Those taking no part look on in astonishment and soon become an audience, just as the story, which was at first merely related, becomes reality and attains complete actuality in the people acting and the improvised scenery … This lasts as long as the anecdote enacted, then the company at once returns to ordinary life … and the members of the circle sit smoking and talking again in their former quiet tones as if nothing had happened.

scholarly journals Kites Flying: Chinese overseas Kites Flying: Reflections of Chinese Students in New Zealand on National Identity Students’ reflections on National Identity

2017 ◽  
Author(s):  
Xiudi Zhang
Keyword(s):  
National Identity ◽  
New Zealand ◽  
International Students ◽  
Chinese Culture ◽  
Chinese Students ◽  
Chinese International Students ◽  
Chinese Overseas ◽  
International Identity ◽  
The Individual

The study described in this paper examined the national identity tension that often occurs between Chinese international students and Western host country members. Research questions guiding the study were: How does the experience of studying in New Zealand provide challenges for Chinese international identity, and how do Chinese students reflect their cognitions of national identity in everyday life. Case study was used as a method to collect data from 20 Chinese international students. Cross-national discussions of China from the participants’ life experiences reveal a complex, sometimes contradictory, relationship between the individual and state, which is deeply rooted in Chinese culture and context, and provides a critical reflection on Chinese citizens. Drawing on interviews of Chinese students at a New Zealand university, this study showed that these Chinese international students are struggling with a changeable national identity which is relevant to their overseas experience, family history and education background.

scholarly journals THE INFLUENCE OF CONFUCIAN CULTURE ON RUSSIA

2021 ◽  
Author(s):  
ZHENGFANG LV
Keyword(s):  
Chinese Culture ◽  
Wide Spread ◽  
Confucian Culture ◽  
Russian People ◽  
Work And Life

Abstract. Confucian culture is one of the most important thoughts of the Chinese culture, it has been introduced into Russia since nearly three hundred years ago. Many of the Russian people were influenced by confucian culture, they apply the wisdom of Confius to their work and life. This paper focuses on the causes of the wide spread of the confucian culture.

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