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МЕЖКУЛЬТУРНЫЙ АСПЕКТ ТЕХНОЛОГИЙ СМЕШАННОГО ОБУЧЕНИЯ С ТОЧКИ ЗРЕНИЯ КОНФУЦИАНСКОЙ ФИЛОСОФСКО КУЛЬ ТУРНОЙ ПАРАДИГМЫ "ГАРМОНИЯ В РАЗНООБРАЗИИ"
Юэ Яньфэн, аспирант, Российский университет Дружбы народов, Москва; преподаватель английского языка, доцент, Ляонинский университет науки и технологий, Аньшань, Китай
Дворядкина Наталья Андреевна, кандидат педагогических наук, старший научный сотрудник, Центр подготовки космонавтов имени Ю.А. Гагарина, Звёздный городок, Россия
Цель исследования - сопоставление концепции западной культуры и восточной культуры Китая, что в дальнейшем будет способствовать классификации культурно-нравственных ценностей в программах смешанного обучения английскому языку в высших учебных заведениях Китая. В статье рассмотрены межкультурные аспекты языкового и культурного образования с точки зрения философского учения. Научная новизна заключается в использовании конфуцианских философских взглядов на различия между культурами для реализации смешанного обучения по учебной программе английского языка в университетах Китая. Результатом исследования является разработанная структура учебной программы по английскому языку, которая включает в себя овладение важнейшими культурными аспектами. Следовательно, разработчикам учебных программ по иностранным языкам предлагаются стратегии, обеспечивающие положительные результаты обучения в процессе межкультурной коммуникации в поликультурной среде общения.
Ключевые слова; смешанная модель обучения; учебная программа по английскому языку; культурное разнообразие.
DOI 10.24923/2222-243X.2022-44.61
MULTICULTURAL BLENDED TEACHING DESIGNS THROUGH CONFUCIAN PHILOSOPHICAL CULTURAL PERSPECTIVE OF HARMONY IN DIVERSITY
The purpose of the study is to compare the concepts of culture in the West and in China, whose results facilitate the categorization of the manageable cultural aspects in the blended teaching designs of English curriculum in China's universities. This paper examines cultural aspects in language and culture education from the perspective of philosophy. The scientific novelty is the employment of Confucian philosophical perspectives towards differences between cultures to guide the blended teaching of university English curriculum in China. The research result is a recommended framework of English curriculum design which contains the influential cultural factors. Consequently, strategies are proposed to curriculum designers of foreign languages to ensure positive consequences of cross-cultural communication in a multicultural learning environment.
Keywords: blended teaching designs; English curriculum; cultural diversity.
Introduction
Exaggerated weight and overloaded value have been obliged on the General English courses of universities in China before 2018. In order to prepare graduates from higher education institutions in China for the ever-increasingly intense global corn petition, the curricular settings (course credits, study time span, class hours, etc.) of General English (GE)r especially in the engineering-discipline oriented universities in Northern Eastern China, has been examined to be inefficient and insufficient (Yue, 2022).
Aiming at meeting the study needs and employment requirement of undergraduates majoring in engineering or arts, in 2018, the educational reforming projects of "New Engineering" and "New Liberal Arts" have been proposed by Ministry of Education of the People's Republic of China (MOE). When promoting the core concepts of "New Engineering" and "New Liberal Arts", MOE encourages transdisciplinary learning contents and cross-cultural connections to be woven into courses (Zhao, 2021). Moreover, it is clarified that Chinese cultural virtues and international scientific ethics must be melted with and delivered through every and each course offered in higher education institutions.
An innovative cross-disciplinary and cross-cultural GE curriculum is urged to be developed when faced with internationalized peers' competition after graduation. A survey on the aspect (or aspects) crucial to domestic students of USTL (University of Science and Technology Liaoning, China) initialed by Yue (2022) and her team was conducted on October 9, 2021. By analyzing 314 responses collected via SuperStar (a smart phone teaching app), with 277 positive answers, the social communicative skill in a foreign language topped students' study needs in GE courses. Meanwhile, 219 answers presented specific urge for knowledge of cross-cultural communication. The reality in GE curriculum in China's universities is that aspects of English knowledge in need are excluded in the conventional curriculum contents (Chen et a I., 2020). Contradictorily, social English and cross-cultural communication in English are core capabilities of global competencies for a young talent. During the cultivation of talents from diverse specialties, higher education institutes in China have been focuses on course contents of professional skills and specialized knowledge, which devastates the participation of China's talents in the international scientific exchanges, debasing their working efficiency in a multicultural team, and
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YUE Yanfeng, PhD Student Peoples' Friendship University of Russia, Moscow; English Teacher, Associate Professor, Liaoning University of Science and Technology, Anshan, China
DVORYADKINA Natalia Andreevna, PhD of Pedagogical sciences. Senior Researcher, Gagarin Cosmonaut Training Center, Zvezdny Corodok, Russia
undermining the consequences of the intercu It u ra I promotion of new technologies or innovative products.
The aim of this paper is to introduce the Confucian philosophical concept of cultural coexistence, harmony in diversity. To facilitate readers' comprehension on the said concept, the comparisons between Western and Confucian definitions of culture and language are presented and discussed, Moreover, manageable cultural factors involved in the study outcomes of a multicultural GE learning environment are listed, which function as facilitators of the blended teaching designs of an innovative GE curriculum. The conclusion of this research offers a solid theoretical foundation for curriculum reforms of multicultural education.
The object of the research is to identify and evaluate the specific philosophical definition and comprehension on culture and language concerning teaching English as a major Lingua Franca in the international communication. The research subject is to explore an applied blended teaching framework of the organically connected cultural factors in GE curriculum design which accommodates different cultures and harmoniously fulfill common progress.
Research Methodologies
The research method of comparison analysis has been employed in order to deduce the manageable cultural factors influencing the effectiveness and the efficiency of the blended teaching design of GE curriculum.
Firstly, a Bibliometric Mapping Analysis is evolved via VOSviewer. The searching result of topic words "blended teaching" in the searching engine of WOS journal articles published between Jan. 2018 and May 2022 is exported and input in VOSviewer. 2030 research papers are mapped in the graph as below.
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As shown in Figure 1, since the world-wide spread of the pandemic of Covidl9 in April 2020, researches in blended teaching designs of foreign language classes are concentrated on how to avoid negative disruptions from the pandemic to the online and offline teaching process (Liu et al., 2020; Devi et al., 2021; Babelyuk et al., 2021; Darras et al., 2021), The highest density of key words are "crisis", "disruption", and "model". The concerns about "culture" in foreign blended teaching methods applied to foreign language course designs has been cooled. The heated time span for "culture" and language is from August 2019 to March 2020. And research results acknowledged the fact that blended learning has become one of the key competitive advantages of higher education institutions nowadays, linguistic and cultural traditions of a specific host culture are suggested to be employed to adjust students' learning motivation when faced with a foreign language course delivered with a blended method (Zhang, 2019; Bu, 2019; Kim, 2020; Vertyanova et al., 2021).
Nonetheless, there is a lack of in-depth investigation on how to design a blended teaching foreign language course with effective utilization of multicultural factors. Culture, as a essential part of philosophy, has not been examined or observed from a philosophical perspective, which is the basic reason for the blurred statements on its significance to foreign language teaching. Furthermore, Confucian concepts of culture and cultural diversity have not been introduced to other cultures, let alone the recognition of manageable cultural factors effecting blended teaching designs of university curriculum in China.
To sum up, with the analysis result of the Bibliometric Mapping concerning blended teaching of foreign language courses, the novelty of this research lies in the efforts of 3 Cs in the following aspects:
- to Condense the philosophical definition of culture in foreign language education;
- to Compare the philosophical concept towards cultural differences between Western philosophers and Confucianists.
- to Categorize the manageable cultural factors in GE curriculum development
The interdisciplinary research plan also ensures the positive consequences of the cultivation of "New Engineering"and "New Liberal Arts" talents with global competencies.
Research Results
1. Culture and Language: the Pair of Concepts Penetrating into Each Other
Learning English for cross-cultural communication purposes has become one of the heated issues in the field of pedagogical science researches. Two recessive learning motives associated the language and culture of English with the host culture of the learners have been highlighted. The mobility of an increasing population of multilingual immigrants to English-speaking countries is one of the said pair of motives, the other being the immigrants' impacts on the societies of native English speakers (Nizegorodcew, 2011). Hence, value of studying foreign languages and foreign cultures is urged to be directed by the scientific and functional perspectives.
Dash (2003) argues the mutually penetrating connections between language and culture, which indicates the significance of the conceptual bonds. In her reviews on the educational projects promoted by the European Centre for Modern Languages, Liiiana Piasecka (2011) employs a perspectives of the social linguistics and cultural diversity. It has been concluded that it is importantfor individuals to interact with people of other languages and cultures. In reality, foreign language education is equalized with using the foreign language as a cross-cultural communication tool. Related aspects include linguistic otherness, cultural otherness and otherness of cultural identities.
Therefore, culture and language are identified as two concepts penetrating into each other. To achieve specific teaching and learning outcomes, the definition of culture in a foreign language education circumstance is required to be deduced by comparative reviews on the philosophical conceptions involved in a certain research. In this paper, the definitions of culture in the perception of European philosophy (origin of English culture) and of Confucianism (origin of Chinese culture) are compared.
Komorowska (2006) discusses that culture could be defined from the five perspectives, including the functional, structuralist, phenomenological, postStructuralist, and social-construction ist perspectives. Among the above five perspectives, the functional perspective and the social-constructionist perspective obviously are closed connected with language studies. From a functional perspective, culture is a series of attempts to meet social and physical needs of a specific society. Meanwhile, the diversity of cultures is regarded as obstacles to fulfill successful communication. And diversity of cultures is argued to be the source of cultural misreadings and misunderstandings. While for
the social constructionists, culture is composed by common perceptionand individual perception of oneself. In such a viewpoint, the Self and the Other, consciously or subconsciously, are confronted with one the other by social cultural interactions.
Kramsch (1994) argues two methods to comprehend culture. One method is to define culture as the way a social group represents itself and others trough material productions. Such definition embodies a perspective of humanities. The other method of Kramsch is to define culture as the attitudes, beliefs, thinking patterns, ehavior and community memories, inferring a perspective of social sciences.
Shiarev and Levy (2017) combine Kramsch's two definitions. Culture is defined as a set of symbolic systems, comprising knowledge, norms, values, beliefs, language, art, customs, habits and skills learned by members of a certain society.
The Chinese counterpart definition of culture never distinguishes language from culture. In the language of Chinese, culture is (/'wen 'hwa/).
means written literature of classic ancient codes and records, social rituals, and morality system, fa means the humanisation and civilization social members. In Chinese concept, ~$CV(± ¡s VX'SCVCX wen hwa Yen/), meaning to civilizing people with classic codes, social rituals, and morality requirements. Hence, culture, in the Confucian concept, is delivered and succeeded by language. Culture influences and educates social members through social cultural communications and interactions.
Considering the object and subject of this research, culture is a set of attitudes, behaviors, and symbols shared by a large group of people and usually communicated from one generation to the next. It is argued that cultural attitudes contain political, ideological, religious and moral beliefs, commonly accepted values, and general empirical and theoretical knowledge, as well as opinions, superstitions, and stereotypes. Moreover, cultural behaviors are derived from a wide variety of norms, social positions, customs, traditions, etc. Cultural symbols concrete the ideas and the meanings granted by people of the specific culture. It is the people who bestow symbolic bearings to cultural symbols. Additionally, taking the specific contexts in GE classrooms in universities in China into account, the host cultural-linguistic features derives from an entirely differentiated origin from the target culture and language, English. Culture, specifically for this research, is defined as follows:
Culture is a set of shared mental and behavioral interactive patterns within a certain group of cultural Selfs, which guides meaningful communication, presupposing ways of processing information, and managing situations across cultural boundaries.
2. Harmony in Diversity:Confucian Resolutions to Cultural Differences
The majority of contemporary Western philosophers consider culture, to certain extend, being cramped and oppressive (Hail and Ames, 1987). Hostculture develops in a loop of repetitive procedure of eliminating newly received guest cultures. For example, Hall and Ames (1987) argue that in the Anglo-European tradition, cultural richness and complexity have been associated with the existence of abstract possibilities that constitute the fundamental source of conceptual and practical novelties. On the contrary, Confucianism harbors a compatible perception towards the culture of minority. The key word of" harmo ny in divers ity" concept
is in (/h?:/)r meaning harmonious co-existence. Harmony is a crucial keyword in an attempt to illustrate cultural perspectives of China, Harmony denotes the general character of Chinese culture, which is derived from the experience of uniting the country of China in ancient Chinese history. Since the late Warring States to early Han Dynasty (200 B.C.- 50 A.D.), a diversity of cultures existed on the continent of Ancient China interacted with and melted into each other, forming the ancient Chinese culture, along with the concept of China as a united country. During that historical period, ancient China had been faced with scattered small regimes, not only territorially but also culturally. There was a united dynasty of Qin between Warring States and Han Dynasty. However, Qin has keptthe nation united the country for merely 15 years. Although Qin Shi Huang, the first emperor in Chinese history, ordered to unite Characters, measure units, and currency, there was a urge for a shared culture and a recognized cultural identity of being a Chinese, To foster such a culture, harmony, the Confucian cultural concept came into being. Diverse cultures of various minority groups melted with each other and formed the national culture of ancient China. The philosophical perception of harmony in diversity has acknowledged the value of different cultures and functioned successfully in soothing the cultural disputes and accumulating common culture values. Han Dynasty, with the melted cultural elements gradually shaped through harmonious mutual penetration between cultures, existed in
Chinese history for 407 years. Han is a significant historic dynasty. Chinese characters are called Han Characters. And Chinese language is called Han language.
Confucius said, "The noble-person searches for harmony without uniformity, but the petty-person searches for uniformity without harmony". The quotation means one of the virtues of a noble person is to pursuit harmony in diversity. Nowadays, such philosophical notion applies to an ideal of international cooperation and mutual development. Therefore, the teaching designs of foreign language courses ought to demonstrate this philosophical notion which treats various cultures with mutual respects. Only on the base of mutual respects couid an individual or an organization achieve his or their communicative purposes with a high effectiveness and efficiency.
3. GE Cultural Onion: Manageable Cultural factors in Curriculum Designs
The teaching and learning of a foreign language resemble a sort of interaction between Self and Other. The cultural self, with his or her educational, political and ethical conceptions, interacts with other cultural social members (Guilherme, 2002). Such interaction between language users who come from different cultures influence both parties in the following aspects. Firstly, cultural identities of language users is uncontinuous and multilayered. Secondly, parties in cross-cultural communication should be equally respected.Thirdly, Self and Otherare both entitled to cultural legitimacy to possess a voice of his or her own. Fourthly, both coincidence and difference embodied in cultural narratives. Fifthly, critical thoughts and cultural interrogations are employed during communication. Finally, both convergence and conflict might occur epidemiological!/
For Confucius, knowledge is grounded in the coherent language, social customs, and institutions which comprise culture. The interrelationship between knowledge, shared values, beliefs and communicative behaviors in a multicultural learners' group is complex. It has been heated debated. And the emphasis is on the users, in other words, the speakers of a foreign language (Byram, 2008). The importance of language usage in cross-cultural communication casts the implication of the media function of multicultural learners.
General linguistic knowledge and skills are essential parts of cultivation plans in universities-Learners from multicultural backgrounds in the classroom of GE courses hold the attitudes of
curiosity and openness towards other cultures. They are ready to suspend disbelief about other cultures and belief about one's own (Byram, 2008), And along with linguistic knowledge of a foreign language, the learners are applying the mentioned knowledge to communications and interactions with the interlocutors. The skills of interpreting and relating are developed and polished which cultivates the ability to interpret a discourse or a event from another culture through his or her own cultural lens. Such cross-cultural interaction, consciously or unconsoously, fosters the ability to acquire new knowledge of a culture. The global competency of operating knowledge, positive attitudes, and communication skills are ehavior under the constraints of real-time communication and interaction.
Simultaneously, critical cultural awareness arises, as well as an ability to assess critically on the basis of explicit cultural criteria in one's own and other cultures. Therefore, foreign language learners from various cultural backgrounds are practically functions as intercultural mediators bridging cultures.
However, culture is the fixed channel for knowledge achievement. Critical thinking is cultural articulation of the rendering and reflection on the delivered knowledge points in the designed classes of GE. There is no knowledge attaining without being influenced by cultural precedence over the target learning contents. Knowledge is digested and absorbed through cultural lens of the learners. In the case of foreign language curriculum designs, the cultural contexts of delivery of the knowledge of another culture and language is manageable in order to achieve the utmost course effectiveness and efficiency (Yue, 2021). Such bridging functions on different layers of culture.
In the blended teaching designs of GE curriculum, the theory of cultural layers of Trompenaars and Hampden-Turner (1998) is referred to, which supported this result of this research with a conceptual frame. From the core to the outer layers,
the contents of are worldview, beliefs, values, ehavior, and environment or materia! reality (Trompenaars and Hampden-Turner, 1998). The GE cultural onion is illustrated in Figure 2.
Ex pitied Learning Outcomes ITiithinfl Objitlives!
Ttie Cultural Qttwî (International ïturtînK)
Cross-Cultural Communication (Practical Actjvrtws)
Time Allocation Contents / Items Forms of Delivery Media/Tool of Delivery Function Category
00*00-00*30 Attendance Check online Superstar/ Smart Phone -
00'31-03'00 Reviews and evaluations of previous assignments online/ classroom Superstar/ Smart Phone, Smart Blackboard Evaluating
03'01-05'00 Bridge in: a quiz on today's key knowledge online Superstar/ Smart Phone Assessing
05'01-07'00 Briefing on students' performance presented In the quiz result online/ classroom Superstar/ Smart Phone, Smart Blackboard Evaluating
07'01-37'00 In-class group activities (e.g. group presentation) for key cultural knowledge points online/ classroom Superstar/ Smart Phone (randomization), Smart Blackboard Teaching, Participating Learning
37'01-42'00 Peers' evaluation between groups classroom Smart Blackboard Participating Learning, Evaluating
42'01-47'00 Test on today's knowledqe online/ classroom Superstar/ Smart Phone Assessing
47*01-49*00 Evaluating group performance of today classroom Superstar/ Smart Phone, Smart Blackboard Evaluating
49*01-49*30 Distribute assignments/ Preview tasks of next lesson online Superstar/ Smart Phone Assessing, Participating Learning,
49*31-50*00 Voting/Questionnaire Collection of learners' feedback online Superstar/ Smart Phone Evaluating
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Figure 2 - The GE Cultural Onion
In this research, foreign students are enrolled in the GE classes offering a multi-cultural study environment to domestic students. Meanwhile, teaching contents are re-edited. Reading discourses and case studies of cultural communication are naturally inserted into teaching hours, which holds 3 levels of teaching objectives, including knowledge objectives, competency objectives, and emotion objectives. To achieve the knowledge objectives, in each study hour, the teaching material contains 2-3
Table 1 -Time Allocation and Media Application in One Study Hour (50 min.)
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337
language knowledge points. Related drills lead students to grasp the new knowledge and achieve the competency objectives.The emotion objectives convey scientific research ethics, serving as the spiritual props for the young talents. In order to reinforce the learning outcome of a certain lesson, cross-cultural communicative activities are designed in accordance to the teaching objectives.
The time allocation and teaching media application are listed in Table 1 (see: p. 337).
Conclusion
China is faced with unprecedented changing environment. Young talents are required to be experts in not only their professional industry, but also cross-cultural communication. New techniquesand invented products are developed by international teams, targeting at trans-boundary markets, and being distributed via cross-cultural cooperation.
This research bears the respect to individual learner's study needs and professional requirements, granting GE courses a nature of motivation-driven Study and outcome-based education. Student-centred GE courses offer learners foreign-language related knowledge and an opportunity to cultivate their global competency. Aiming at the multicultural cultivation outcomes, GE develops specific OBE teaching objectives in each individual study hour, including knowledge objectives, competency objectives, and emotion objectives. These systematic objectives form distinct logic links connecting courses organically.
The framework of GE onion serves as a practical tool to achieve harmony in diversity in a multicultural classroom. Teaching objectives of GE are definitely laminated as knowledge objectives, ability objectives, and emotion objectives promoted by the theory of OBE (Outcome-Based Education). Among the three levels of teaching objectives, emotion objectives will be specially emphasized in the upcoming papers of the research team.
Qualified engineering and arts talents must bear mutual respect when communicating with a guest culture, holding scientific critical spirit and academic integrity consciousness, taking social responsibility. In other words, regardless of one's professional speciality, one must serve the common welfare of humanity, which is achieved through the philosophy viewpoint of harmony in diversity.
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DEVELOPMENT OF SOCIAL RESPONSIBILITY IN FUTURE BACHELORS OF SOCIAL WORK IN THE CONDITIONS OF QUASI PROFESSIONAL ACTIVITY
Yarycheva Khava Umarovna, Postgraduate student, Department of Pedagogy and Psychology, Chechen State University named after A.A. Kadyrov, Grozny, Chechen Republic
The purpose of the study is to present a description of the resources of quasi-professional activity in the development of social responsibility in future bachelors of social work. Scientific novelty lies in the presentation of solutions for the use of contextual learning opportunities and directly quasi-professional activities for the development of social responsibility among students of the professional training direction - social work. The result of the study is a description of the organization of educational, gaming and professional activities aimed at developing personal qualities, multi-aspect knowledge and professional competencies of students, instructions for conducting lectures and practical classes are presented, the implementation of which involves simulation models of training in the framework of the quasi-professional activities of future bachelors of social work.
Keywords: social responsibility; future bachelors of social work; quasi-professional activity; context approach; higher education; professional training; problematic lecture; business game; educational and industrial practice
□01 10.24923/2222-243Х.2022-44.62
РАЗВИТИЕ СОЦИАЛЬНОЙ ОТВЕТСТВЕННОСТИ У БУДУЩИХ БАКАЛАВРОВ СОЦИАЛЬНОЙ РАБОТЫ В УСЛОВИЯХ КВАЗИПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
Цель исследования - представить характеристику ресурсов квазипрофессиональной деятельности в развитии социальной ответственности у будущих бакалавров социальной работы. Научная новизна состоит в теоретическом обосновании решений по применению возможностей контекстного обучения для развития социальной ответственности у студентов направления профессиональной подготовки - социальная работа. Результатом исследования является описание организации учебной, игровой и профессиональной дея-тельностей, направленных на развитие личностных качеств, комплексных знаний и профессиональных компетенций студентов. Представлены указания по проведению лекционных и практических занятий, реализация которых предполагает имитационные модели обучения в рамках квазипрофессиональной деятельности будущих бакалавров социальной работы.
Ключевые слова: социальная ответственность; будущие бакалавры социальной работы; квазипрофессиональная деятельность; контекстный поход; высшее образование; профессиональная подготовка; проблемная лекция; деловая игра; учебная и производственная практики.
УДК 378
ВАК РФ 5.8.7/13.00.08
Ф Ярычева Х.У., 2022
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Введение
Социальная работа всегда отличалась серьезной моральной, эмоциональной и коммуникативной нагрузкой. Оказывая помощь различным категориям граждан, социальный работник проявляет не только комплекс правовых, медицинских, психолого-педагоги-ческих, социально-технологических знаний, но и демонстрирует свои личностно-лрофессиональные качества. Одним из значимых,
ЯРЫЧЕВА Хава Ума ровна, соискатель кафедры педагогики и психологии, Чеченский государственный университет имени A.A. Кадырова, Грозный, Че ченская республика
