Vasiliy Vasilyevich Rozanov and His “Pedagogical Trafaretki”

2019 ◽  
Vol 80 (1) ◽  
pp. 55-63
Author(s):  
Vladimir N. Bazylev
Keyword(s):  
Historical Context ◽  
Russian Literature ◽  
Russian Language ◽  
Biographical Information ◽  
Key Concepts ◽  
Cultural Renaissance ◽  
The Russian Language ◽  
Contemporary School

This article discusses the philosophical and pedagogical system developed by V.V. Rozanov (1856–1919), one of the most prominent figures in the epoch of the Russian cultural renaissance in the late 19th–early 20th centuries. The biographical information about the scholar is given against a broader historical context. The content of V.V. Rozanov’s pedagogical heritage is discussed, with some of his key concepts being elucidated. A particular attention is paid to his methods of teaching Russian literature and the Russian language at the end of the 19th – beginning of the 20th centuries. This article provides illustrations of how V.V. Rozanov’ ideas can be implemented in contemporary school.

About the "supertask" ("sverhzadacha") of K. S. Stanislavsky... (about the history of the word supertask (sverhzadacha) in the Russian language)

2021 ◽  
Vol 82 (3) ◽  
pp. 92-98
Author(s):  
I. I. Krivonosov
Keyword(s):  
Historical Context ◽  
Russian Language ◽  
Method Acting ◽  
The Past ◽  
Initial Term ◽  
History Of ◽  
Structural Methods ◽  
The Russian Language ◽  
Terminology System ◽  
National Corpus

The article is devoted to the history of the appearance and functioning of the word supertask (sverhzadacha) in the Russian language. Two lines of the lexeme functioning were distinguished: the first is associated with the etymology of the word, the second – with its use by K. S. Stanislavsky in the terminology system and the further entry of the unit into general use on the basis of determinologization. It is interesting that the second meaning has acquired the most widespread use. Only in the past two decades, the word has begun to lose its connection with the process of artistic creation. The purpose of the study was to briefly review the history of the word: from its first fixation in the Russian language and application by K. S. Stanislavsky (to designate one of the key concepts of Method Acting) up to modern contexts of use. The entry of the lexeme into the language was investigated using structural methods. The methods of contextual and distributive analysis were used to analyse both the contexts in which Stanislavsky used this word and the process of its fixation in the National Corpus of the Russian language. Statistical analysis was used to trace the dynamics of integration of the lexeme into the Russian language and its fixation in various spheres. The methods of component and comparative analysis were used to describe the formation mechanism of the initial term in the historical context. Borrowings of the term supertask (sverhzadacha) were found in other languages, indicating the spread of Stanislavsky’s system. The conclusion is drawn that the word supertask (sverhzadacha) functions in the Russian language mainly as a term from Stanislavsky’s system, gradually becoming determinologized and returning to the meaning conveying the logical sum of its constituent components.

scholarly journals Annotated bibliography of the Russian literature on glaciology for 2017

2019 ◽  
Vol 59 (2) ◽  
pp. 267-288
Author(s):  
V. M. Kotlyakov ◽  
L. P. Chernova
Keyword(s):  
Sea Ice ◽  
Snow Cover ◽  
Russian Literature ◽  
Annotated Bibliography ◽  
Russian Language ◽  
Lake Ice ◽  
Ice Caps ◽  
The Past ◽  
The Russian Language ◽  
Language Literature

The proposed annual bibliography continues annotated lists of the Russian-language literature on glaciology that were regularly published in the past. It includes 277 references grouped into the atmospheric ice; 4) snow cover; 5) avalanches and glacial mudflows; 6) sea ice; 7) river and lake ice; 8) icings and ground ice; 9) the glaciers and ice caps; 10) palaeoglaciology. In addition to the works of the current year, some works of earlier years are added, that, for various reasons, were not included in previous bibliographies.  

scholarly journals INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE

2021 ◽  
pp. 119-123
Author(s):  
I. B. Ignatova ◽  
E. N. Legochkina ◽  
A. V. Goncharova
Keyword(s):  
Intercultural Communication ◽  
Russian Literature ◽  
Russian Language ◽  
Education Development ◽  
Culture Teaching ◽  
Russian Literary ◽  
History Of ◽  
Strategic Policy ◽  
History Of Literature ◽  
The Russian Language

The article deals with intercultural communication in the process of teaching the Russian language. It is currently the strategic policy of modern education. The use of intercultural communication between modern youth and the culture of the past in classrooms of the Russian language and Russian literature is an urgent problem of the modern stage of education development. The implementation of intergenerational intercultural communication in the process of teaching the Russian language and literature in modern Russia presupposes a purposeful appeal to the history of our state, to the history of the Russian literary language, the history of literature and culture. Teaching the Russian language and Russian literature based on the principle of national specificity offers infinite opportunities for educating students.

scholarly journals Understanding the nature of the main character in russian literature on the material of the novel "A Hero of Our Time" by M.Y. Lermontov

2021 ◽  
pp. e021019
Author(s):  
Svetlana M. Petrova
Keyword(s):  
Foreign Students ◽  
Russian Literature ◽  
Symbolic Analysis ◽  
Russian Language ◽  
Practical Significance ◽  
The Novel ◽  
Classical Literature ◽  
Effective Form ◽  
The 19Th Century ◽  
The Russian Language

The relevance of the study: The relevance of the study is conditioned by the necessity to popularize the Russian language in classes with a foreign audience by referring to Russian classical literature (on the example of the novel "A Hero of Our Time" by M.Y. Lermontov) with the use of innovational education technology of graphic and symbolic analysis of fiction. The purpose of the study is to create a system of lessons on the analysis of the novel "A Hero of Our Time" by M.Y. Lermontov for teaching the Russian language to a foreign audience with the application of modern technologies of teaching Russian literature to foreigners, using innovational teaching forms such as graphic symbols and key concepts reflecting the history, philosophy, traditions, and customs of the first quarter of the 19th century. Methods: The main method of study used for this problem is a creation of a graphic and symbolic system of analysis for the novel "A Hero of Our Time" by M.Y. Lermontov during Russian language classes for foreign students that would allow viewing this problem as an innovational method of teaching the Russian language to foreigners on the material of fiction. Results: The paper presents a system of graphic and symbolic analysis of the work of fiction, demonstrates the features of its application, develops an algorithm for the implementation of this system into teaching Russian to foreigners. Practical significance: The proposed system of graphic and symbolic analysis of a work of fiction in the context of teaching Russian to foreigners is an effective form of mastering the educational material for students which contributes to their realization of the communicative and linguoculturological competencies.

scholarly journals Yuly Aykhenvald and Petr Bitsilli: Reconstruction of the philosophical and aesthetic dialogue

Literary Fact ◽  
2020 ◽  
pp. 322-336
Author(s):  
Elena Takho-Godi
Keyword(s):  
Russian Literature ◽  
Literary Text ◽  
Russian Language ◽  
Russian Culture ◽  
Mutual Interest ◽  
Russian Poetry ◽  
The Impact ◽  
First Time ◽  
The Russian Language ◽  
Literature And Language

The article compares for the first time the philosophical and aesthetic views on Russian literature and language of two prominent representatives of Russian abroad — the critic Yu.I. Aykhenvald (1872–1928) and the medievalist, interpreter of Russian classics P.M. Bitsilli (1879–1953). A full overview of factual materials identified to date is given, confirming the mutual interest of Yu.I. Aykhenvald and P.M. Bitsilli: documents from P.M. Bitsilli collection at the Institute of Russian literature (Pushkin House) of the RAS, Yu.I.Aykhenvald’s review from the Berlin newspaper “Rul'”on P.M. Bitsilli’s “Studies on Russian Poetry”, obituary of Yu.I. Aykhenvald, which was published by P.M. Bitsilli in the Sofia newspaper “Golos”. Among the issues raised are the impact which Aykhenvald’s immanent method of analyzing a literary text had on P.M. Bitsilli’s aesthetically individualizing method, the approaches of both authors to solving the morphology of Russian culture and philosophy of the nation, the connection of the Pushkin theme with thoughts about the fate of post-revolutionary Russia and Russian language in their works, which they articulated during the discussion of S. and A. Volkonsky’s book “In defense of the Russian language”.

‘Russia is always ahead of time…’ Аndrey Bitov on himself, the empire, the Russian language and literature

2019 ◽  
pp. 117-132
Author(s):  
Elena K. Chkhaidze
Keyword(s):  
Russian Literature ◽  
Russian Language ◽  
Soviet Period ◽  
Soviet Regime ◽  
The West ◽  
Four Dimensions ◽  
Language And Literature ◽  
Imperial Identity ◽  
The Russian Language

One of the last interviews given by Andrey Bitov, often considered a founder of Russian Postmodernism, before his death. His books are a symbiosis of knowledge (of history, culture, and literature) and play, which is perceived as the driver of alternating meanings constantly undergoing a transformation. The idea behind the conversation was not only to clarify the questions left unanswered upon the reading of Bitov’s epic Empire in Four Dimensions [ Imperiya v chetyryokh izmereniyakh ] and other books, but also to identify the foundations of the writer’s views. In one of his last interviews, Bitov discussed his vision of Russia’s imperial identity and Russian mentality, the Soviet regime and the Soviet period, Stalin’s role in history, his attitude to the West, the Russian language, secrets of his books and his favorite authors. Bitov reminisced about his trips to the Soviet republics of Georgia and Armenia, as well as his friendship with R. Gabriadze and G. Matevosyan. The writer offered his original vision of the development of Russian literature in the 19th c. in light of his fascination with astrology.

scholarly journals IMAGES OF RELIGIOUS EDUCATION IN RUSSIA AS AN EXPLICIT PROJECT

2018 ◽  
pp. 65-78
Author(s):  
Evgeniy I. Arinin ◽  
◽  
Elena V. Vorontsova ◽  
Natalya M. Markova ◽  
◽  
...  
Keyword(s):  
Religious Education ◽  
21St Century ◽  
Russian Literature ◽  
Russian Language ◽  
School Law ◽  
Pedagogical Practice ◽  
The People ◽  
The 19Th Century ◽  
The Russian Language ◽  
National Corpus

The term “religious education” is explicitly presented in 27 texts in Russian (the National Corpus of the Russian language). It enters the Russian literature in the second half of the 19th century, being understood as “the true anchor of salvation in the days of everyday storms and spiritual anxieties” (Ushinsky, 1858). One can speak of a kind of “Ushinsky Project”, presented in three of its articles. This project was presented as a response to three challenges of the era related to the prohibition of teaching philosophy in universities (1850) and overcoming the “scholasticism” of the school “Law of God”, which could not be resolved in the 19th-20th centuries. In the USSR, the term “religious education” implicitly entered the criminal sphere of social existence, marking the criminal “habituation to opium of the people”. Only science and pedagogical practice of the 21st century allowed finding the optimal forms of combining “knowledge of pedagogical experts”, “traditions of peoples” and “faith of confessional experts”...

scholarly journals The Perception of Literary Discourse by Slovak Students

2021 ◽  
Vol 3 (2) ◽  
pp. 67-79
Author(s):  
Andrea Grominová ◽  
Josef Dohnal
Keyword(s):  
Foreign Language ◽  
Personal Growth ◽  
Russian Literature ◽  
Russian Language ◽  
Literary Discourse ◽  
Literary Critic ◽  
Language And Literature ◽  
Literature Culture ◽  
Theoretical Foundations ◽  
The Russian Language

Based on the authors’ experience in analyzing and interpreting Russian works of art in a Slovak university, the paper identifies some of the difficulties that arise in the process of teaching Russian literature, culture and the Russian language. The conducted research pays attention to the discursive factors of the study of works of fiction, while relying on the theoretical foundations of the world-famous researchers of discourse. First of all, the authors focus on five codes highlighted by one of the representatives of structuralism and poststructuralism, the French philosopher, literary critic, esthetician and semioticist – R. Bart. Deciphering individual codes of literary works can motivate students of the Russian language and literature to read independently, which develops their critical thinking, broadens the horizons of knowledge, and also contributes to their professional and personal growth. In classes on the interpretation of texts of fiction in the framework of teaching Russian as a foreign language, various difficulties are often encountered, in particular, with the decoding of the named codes. The purpose of this paper is to comment on these difficulties, highlight the factors associated with the interpretation of the elements of literary discourse, and also offer some solutions which teachers can implement to help Slovak students studying Russian as a foreign language get rid of these difficulties. The article can become an incentive for further observations in this area, contribute to an increase in the effectiveness of teaching Russian literature of the 18th – 21st centuries in Slovak universities.

scholarly journals THE PRESENT LANGUAGE SITUATION IN THE XINJIANG UYGUR AUTONOMOUS REGION (PRC) WITH THE PARTICIPATION OF THE RUSSIAN LANGUAGE: QUANTITATIVE CHARACTERISTICS

2020 ◽  
pp. 29-42
Author(s):  
SERGEY V. GORDEEV ◽  
◽  
ELENA A. OGLEZNEVA ◽  
Keyword(s):  
Russian Language ◽  
Autonomous Region ◽  
Specific Language ◽  
Xinjiang Uygur Autonomous Region ◽  
Territorial Unit ◽  
Key Concepts ◽  
Quantitative Characteristics ◽  
Communicative Power ◽  
The Russian Language

The language situation is one of the key concepts of sociolinguistics. Various conditions of the formation of a particular language situation determine its originality and singularity. The description of each specific language situation is necessary with a holistic typological description of language situations. In this paper, the focus is made upon the present language situation of the Xinjiang Uygur Autonomous Region - the largest administrative-territorial unit of the PRC. The Interest in this language situation was sparkled by its uniqueness, extraordinary ethnic and linguistic heterogeneity. In addition, it is Xinjiang that hosts the largest Russian-speaking diaspora in comparison with other regions of China. This study is aimed to analyze the quantitative characteristics of the present language situation of the Xinjiang Uygur Autonomous Region whose integral part is the Russian language. The study has found the number of idioms functioning in the region, their demographic and communicative power, as well as the number of functionally dominant idioms of the present-day language situation in the XUAR, which as a result determine its quantitative characteristics. In addition, the place of the Russian idiom among other idioms of the analyzed language situation has been revealed.

scholarly journals СТРАНОВЕДЕНИЕ РОССИИ В ПРАКТИКЕ ОБУЧЕНИЯ ГРУЗИНСКИХ УЧАЩИХСЯ РУССКОМУ ЯЗЫКУ НА НАЧАЛЬНОМ ЭТАПЕ

2021 ◽  
Author(s):  
Н. Ш. Хинчагашвили ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Opportunity To Learn ◽  
Russian Literature ◽  
Russian Language ◽  
Cultural Meanings ◽  
Interactive Technologies ◽  
History Of ◽  
Interactive Exercises ◽  
The Russian Language

The article is dedicated to the possibility of the usage of the lingvo-oriented method for the Georgia students in the teaching of Russian as a foreign language. The aim of the article is to promote the enrichment of knowledge in the field of the Russian language through a dialogue of cultural meanings the presented linguo-and methodological culture oriented model of teaching Russian developed and based on communicative and interactive technologies gives the foreign students opportunity to learn about the culture of Russia and to use the acquired knowledge in the process of intercultural communication. The types of interactive exercises discussed in the article can also be used in the study of the history of Russian literature.

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