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6INTERCULTURAL TOLERANCE OF THE PRE-SCHOOL EDUCATORS AS AN IMPORTANT CONDITION OF THE SUCCESFUL PROFESSIONAL ACTIVITY IN MULTICULTURAL REGION
Kozubovska I.,
doctor ofpedagogic sciences, professor, head of Department of General Pedagogic and Pedagogic of
Higher School of Uzhhorod National University, Ukraine
Ivanichko I.
post graduate student of Department of General Pedagogic and Pedagogic of Higher School of Uzhhorod
National University, Ukraine
Abstract
This article deals with the problem of formation of intercultural tolerance of future pre-school educators in Ukraine. The experience of is discussed. It is presented by the system that includes theoretical and practical training, scientific work of students, as well as professionally directed extra-curricular work, which is implemented in three stages. Establishing of educational multicultural environment in a higher educational establishment is an important condition for the effective formation of intercultural tolerance.
Keywords: intercultural tolerance, multicultural education, multicultural region, formation, professional activity, pre-school educators.
Nowadays the problem of intercultural tolerance is extremely important for all countries of the world, including the multinational Ukraine, where more than 130 different nationalities live, and mental and cultural differences between different regions are quite noticeable.
The National Education Development Doctrine emphasises the following priority tasks of modern education: preservation and enrichment of the Ukrainian cultural and historical traditions; upbringing of a respectful attitude towards national shrines, the Ukrainian language, as well as the history and culture of all indigenous peoples and national minorities living in Ukraine; formation of culture of interethnic and interpersonal relationships; upbringing of democratic worldview in a person who respects civil rights and freedoms, respects the traditions, culture, religion and language of communication of the peoples of the world [5].
At the same time the aggravation of interethnic relations is being observed in Ukraine, as well as displays of hostility to representatives of certain ethnic groups, interethnic conflicts, connected with serious shortcomings of the state's social policy and many other reasons.
So, the problem of interethnic tolerance is very urgent, especially for multicultural regions of Ukraine, including Transcarpathian region, where our research was conducted. This region is very specific. It borders on 4 states (Hungary, Slovakia, Romania, Poland). Here, for many years, the Russians, the Hungarians, the Slovaks, the Poles, the Romanians, the Armenians, the Moldovans, the Jews, the Roma and other ethnic groups live peacefully with the Ukrainians. But recently tensions in interethnic relations are obvious. During 20172018, terrorist actions against the Hungarians took place in the Transcarpathian region, in particular: the arson of the Society of the Hungarian Culture office in Uzhhorod; the march of the Ukrainian nationalists in Uzhhorod, who were carrying torches, the nationalist symbols on the streets of the town. In general, there are some acts of vandalism in the region, especially with regard to national symbols. The situation in the Bere-
hovo district of Transcarpathian region, where the Hungarians live for a long time, is quite complicated and the issue of correlation between the state language (Ukrainian) and the Hungarian language is very relevant, since some citizens do not speak the state language at all. Undoubtedly, all citizens of Ukraine should be able to speak the state language, but this cannot become the basis for the displays of intolerance.
The problem of intercultural tolerance is investigated by many Ukrainian scientists (O. Hurenko, Y. Dovhopolova, N. Panina, I. Fedorchuk) but some aspects of the problem should be still discussed.
In this paper we develop the claim that insufficient attention is paid in Ukraine to issues of intercultural tolerance formation in specialists, who work with different categories of population in multicultural regions (pre-school educators, teachers, psychologists, social workers). The aim of the study is to reveal the peculiarities of intercultural tolerance formation of future preschool-educators. They work with children and they are responsible for upbringing of democratic worldview in a person.
National and ethnical relationships among the representatives of different cultures are historically connected with solutions of the problems concerning residence and development, territorial issues, language, existence, culture preservation, etc. National relationships are observed in various kinds of social relations: political, spiritual, educational and economic. In other words, social and ethnic aspects of life of nations as well as national relations are fundamentally connected.
The most modern response to the cultural diversity is the policy of multiculturalism. The aim of multicul-turalism is to create an open society, in which the representatives of all groups (social, cultural, ethnic) have possibilities of self-development, self-actualization with the preservation of unique cultural origin. Multi-culturalism is considered to be a democratic policy of solving the problem of cultural and social diversity in the society, which includes educational, linguistic, economic and social components and has specific mechanisms of embodiment. Educational component is represented by multicultural education.
The necessity of tolerant coexistence of large and small ethnic and national communities evokes the need of a new system of education, which will enable to take into consideration national (ethnic) and social divergences and will include various types, models and valuable pedagogical orientations, adequate to the world outlook as well as inquiries of various ethno-cultural population groups. The necessity of an adequate reflection of these ideas in education is an objective need of multinational states. So, multicultural education is very important today. Multicultural education is usually interpreted as that one, which facilitates the formation in a person of the readiness for activities in a modern socio-cultural environment, preservation of personal identity, aspiration for respect and understanding of other cultural communities, the ability to live in peace and harmony with representatives of various racial, ethnic, cultural, religious groups [2; 3].
Multicultural education provides the formation of intercultural competence and intercultural tolerance.
The etymology of the word «tolerance» comes from the Latin «tolere» and is literally translated as «endure». In different languages, this notion has its own semantic shades. So, when translated from English, «tolerance» is «a fair, objective, and permissive attitude toward opinions, beliefs, and practices that differ from one's own»; from French - «respect for the freedom of another person, his/her way of thinking, behaviour, political and religious views»; from Chinese - «a display of generosity in relation to others»; from Arabic - «forgiveness, leniency, softness, compassion, patience, adherence to others».
«Philosophical Encyclopaedic Dictionary» gives the following definition of tolerance: «Tolerance - a term, which is used to denote benevolent or at least self-restraint attitude towards individual and group differences (religious, ethnic, cultural» [6].
The Declaration of Principles of Tolerance defines «tolerance» as respect, acceptance and proper understanding of rich diversity of our world's cultures, our forms of self-expression and the ways of manifestation of human individuality. It is promoted by knowledge, openness in communication, freedom of thought, conscience and beliefs. Tolerance is a harmony in diversity. This is not only a moral obligation, but also a political and legal need. Tolerance is a virtue that makes possible the attainment of peace and promotes the replacement of the culture of war with the culture of peace [1].
With regard to «intercultural tolerance», this term is often used in scientific literature alongside with the term «interethnic tolerance».
Thus we understand the intercultural tolerance as a complex of abilities of an individual allowing him / her to demonstrate tolerance, respect and benevolent attitude towards representatives of other ethnic-cultural communities and phenomena of other ethnic cultures. This complex is expressed in understanding of significance of others, in perceiving them as equal subjects of interaction, in recognising their right to dissimilarity and originality.
In the course of the study, carried out in the State University «Uzhhorod National University» (Transcar-pathian region, Ukraine), it has been found that only 18 % of students (future educators) demonstrate the high level of interethnic tolerance; 51 % - the average level of interethnic tolerance; 31 % - the low level of interethnic tolerance. The obtained data confirm the relevance of the issue of formation of intercultural competence and tolerance in students - future pre-school educators.
Special work on the formation of interethnic tolerance has been conducted with the students during their study in the context of general professional training of future educators, using the main ideas of multicultural education. It is presented by the system that includes theoretical and practical training, scientific work of students, as well as professionally directed extra-curricular work, which is implemented in three stages. The stages of formation of intercultural competence and tolerance are interdependent and provide a clear sequence of implementation. They are conditional, since it is difficult to delimit the completion of one stage and the beginning of another. But they permit to trace the sequence of actions of educational environment and to trace the dynamics of intercultural tolerance formation of students in the process of their professional training.
The three stages are:
(I) motivational-orientational (ensuring the steady striving for the formation of personal interethnic tolerance, the awareness of the prospects of its use in professional activities). During the first stage, theoretical training is performed. The students are provided with the following courses: «Introduction to Specialty», «History of Education», «History of Culture of Ukraine», «Political Science», «General Psychology», «Social Psychology», «Educational Institutions», «Multicultural Education», etc. Students acquire knowledge on the essence of tolerance in general and intercultural tolerance in particular; they master theoretical foundations of pedagogical work with children -ethnic minorities.
During practical classes, special trainings are held, promoting the formation of intercultural competence. The use of attributive training, which focuses on understanding how different people and cultures interpret the causes of behaviour and results of activities, is effective.
(II) cognitive-procedural (deepening of the students' knowledge on intercultural interaction and inter-ethnic tolerance; formation of skills to use this knowledge in the professional activity; mastering the skills of positive intercultural interaction). The acquired knowledge is strengthened and deepened during the second stage - practice placement in social institutions and services, educational establishments, and NGOs working with ethnic minorities. Students develop skills in social and pedagogical work with children, including ethnic minorities. Particularly important in this regard is the practice of students in preschool institutions with the children of different nationalities.
Formation of intercultural tolerance contributes to attracting of students to scientific activity. In particular,
students acquire the ability to study the multicultural environment they live in and carry out their professional activities [4]. In the process of training of future specialists for the study of multicultural social environment, attention is drawn to: 1) formation of orientation of a specialist to: professional activity in a multiethnic region; work with the representatives of any nationality; desire to master knowledge, abilities and skills necessary for the successful work with the representatives of different ethnic groups, etc.; 2) mastering of knowledge on: laws on the development of nations; modern tasks and ways of improving interethnic relations; familiarity with the peculiarities of each ethnic group and national differences; means and methods of studying the ethno-cultural environment; skills to use methods and means of studying the ethno-cultural environment and to carry out professional work in a specific multicultural social environment. Thus, students grasp the basic principles of studying a multi-ethnic social environment: systematic approach (studied as a system with different components); study of social environment in the dynamics (formation, development); practical orientation (researcher should clearly know what should be studied and for what purpose); focus on meaningful components (it is necessary to distinguish the most important components for the in-depth study); consistency and logic (each subsequent step should be a logical continuation of the previous one); loyal attitude towards all ethnic groups; prognostic approach (ability to anticipate the near and far perspective of the development of the research object); scientifically grounded approach (availability of a specific research plan, a variety of techniques); taking into account of individual, age and ethnic psychological personality characteristics.
Students take part in the development of projects aimed at solving of specific problems of ethnic minorities of the region, present their research results at scientific conferences, presentations.
Special extra-curriculum work on the formation of intercultural tolerance of future educators is presented by meetings with practical pre-school educators, teachers, psychologists, staff of social services, representatives of cultural-national societies, i.e. with professionals working with ethnic minorities. Students take part in holidays that are held in Uzhhorod and region within the framework of Days of the Hungarian, Slovak, and Romanian culture.
The formation of intercultural tolerance of future specialists is facilitated by the organisation of the appropriate cultural and educational environment of the university, which usually involves three components: spatial-semantic (architecture of the educational institution, interior design, symbols and other information); content-methodical (the concept of training and education of students, curriculum and plans, methods and forms of organisation of education, students' self-government bodies, research work of students); communicative-organisational (national features of students and teachers, their values, style of communication, etc.).
Multicultural educational environment is based on universal values, which involve the formation of readi-
ness of future specialists for dialogue, intercultural cooperation. The multicultural educational environment of the University is a place for possible discussions. It allows students to learn how to solve problems and conflicts of intercultural interaction through dialogue, cooperation and compromise. It gives an idea of the meaning of human existence in general. It forms the qualities necessary for the successful integration of the individual into another culture, develops the skills of tolerant behaviour of people in a multicultural society. It is an environment for positive interaction between individuals, groups, cultures that represent different ethnic groups, cultures, religions, institutions with multicultural, different-age and multi-religious contingents of teachers, students, which is designed to meet educational, social, adaptive needs of an individual in a multicultural society.
(III) result-correctional (consolidation and systematisation of the acquired knowledge and skills; improvement of professional and personal qualities of multicultural competent specialist). The third stage involves the generalisation of information, correction of particular elements of the system of formation of tolerance (if there is such a necessity).
The results of our work demonstrate that there are significant positive changes in all indicators: 28 % of students demonstrate the high level of interethnic tolerance; 65 % - the average level; 7 % - the low level.
Thus, Uzhhorod National University has accumulated considerable experience in the training of educational staff for the work in the multicultural environment. In the process of training much attention is paid to the formation of intercultural tolerance, which is an important condition for the successful professional activity of specialists in the multicultural region. The results of the experimental work demonstrate that the formation of intercultural tolerance of future specialists should take place in the process of theoretical and practical training, scientific work of students, as well as professionally directed extra-curricular work, using a variety of methods (conversations, discussions, training, project drafting, excursions, etc.). Establishing of educational multicultural environment in a higher educational establishment is an important condition for the effective formation of intercultural tolerance.
REFERENCES:
1. Asmolov, A.G. (Ed.). Vek tolerantnosti: Nauchno-publitsisticheskiy vestnik [The Age of Tolerance: The Scientific and Publicistic Bulletin]. Moscow, Russia: Moscow State University, 2001. - 152 p.
2. Gollnick, D. M., & Chinn, P. C. Multicultural Education in a Pluralistic Society (9th ed.). New Jersey, the USA: Pearson, 2012. - 464 p.
3. Halytska, M.M. Mizhkulturna komu-nikatsiya ta yiyi znachennya dlya profesiynoyi diyal-nosti maybutnikh fakhivtsiv [Intercultural communication and its importance for the professional activity of future specialists] // Osvitolohichnyy dyskurs [Educational discourse], 2014. - 2(6) - p. 23-32.
4. Kozubovska, I., Baybakova, O., & Shpenyk, S. Pidhotovka sotsialnykh pratsivnykiv u SSHA do mizhkulturnoyi vzayemodiyi u profesiyniy diyalnosti
[Training of social workers in the USA for the intercultural interaction in professional activities]. Uzhhorod, Ukraine: PP «AUTDOR-SHARK», 2016. - 200 p.
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COBNTRY CAMPS AS AN IMPORTANT PART OF AMERICAN EDUCATIONAL SYSTEM
Povidaichuk O.,
Doctor ofpedagogic sciences, professor of the Department of Sociology and Social Work of Uzhhorod National University, Ukraine Kozubovsky M.
Post graduate student of the Department of General Pedagogic and Pedagogic of Higher School of
Uzhhorod National University, Ukraine
ЗАГОРОДНЫЕ ЛАГЕРЯ КАК ВАЖНАЯ ЧАСТЬ СИСТЕМЫ ОБРАЗОВАНИЯ США
Повидайчик О.С.,
Доктор педагогических наук, профессор кафедры социологии и социальной работы Ужгородского
национального университета, Украина Козубовский М.Р.
Аспирант кафедры общей педагогики и педагогики высшей школы Ужгородского национального
университета, Украина
Abstract
This article deals with the questions of organization of educational work with deviant children in American country camps. The activity of camps is analyzed. It is underlined that the country camps are recognized as an important part of American modern educational system. Аннотация
В данной статье рассмотрены вопросы организации воспитательной работы с проблемными несовершеннолетними в загородных лагерях США. Осуществлена характеристика деятельности лагерей, подчёркивается важная роль загородных лагерей в современной системе образования США.
Keywords: juveniles, deviant behavior, system of education, country camps, educational work, USA. Ключевые слова: несовершеннолетние, девиантное поведение, система образования, загородные лагеря, воспитательная работа, США.
В настоящее время проблема девиантного поведения несовершеннолетних является актуальной для многих стран, в том числе и США, где имеется определённый положительный опыт воспитательной работы с проблемными несовершеннолетними. Различные аспекты проблемы отклоняющегося поведения несовершеннолетних исследуются многими американскими учёными (психологами, педагогами, социологами, медиками, юристами). В частности, широко известны работы М. Борштейна, К. Лейн, В. Кеннона, С. Соуз и др.
В США для детей и подростков с проблемным поведением функционируют учреждения разных типов: образовательные и медицинские центры с дневным или круглосуточным пребыванием, кризисные центры, профилактории, спецшколы, летние загородные лагеря и другие.
Целью данной статьи является анализ воспитательной работы с проблемными несовершеннолетними в загородных лагерях США.
Загородные летние лагеря существуют в США довольно продолжительное время, начиная с 1840 года. Они могут быть государственными и негосударственными, летними или круглогодичными.
С самого начала становления лагерного движения усилия были, главным образом, направлены на
то, чтобы обеспечить несовершеннолетним здоровую и нравственную среду. К 1929 году специальная комиссия Нью-Йоркского отделения Ассоциации Директоров Лагерей констатировала, что основной функцией загородного лагеря является осуществление воспитательно-образовательной деятельности по следующим направлениям:
1 Обеспечение физической деятельности детей и подростков.
2. Охрана эмоциональной целостности внутреннего мира школьника.
3. Понимание школьниками движущих причин и механизмов осуществления естественных природных процессов.
4. Развитие общественной и социальной активности у подростков.
5. Воспитание у подростков эстетического вкуса; развитие эстетических потребностей и способностей творить, понимать прекрасное и создавать мир по канонам красоты.
6. Обеспечение формирования жизненных ценностей (духовность, здоровье, бесконфликтность) [3, а18].
Представители Американской Ассоциации Лагерей рассматривают лагерь, как непрерывный процесс
