CC BY
37
Shmeleva Zhanna Nickolaevna
THE DEVELOPMENT OF CROSS-CULTURAL ..
pedagogical sciences
УДК 378.1
DOI: 10.26140/bgz3-2019-0802-0028
ВОСПИТАНИЕ КРОСС-КУЛЬТУРНОЙ ТОЛЕРАНТНОСТИ БАКАЛАВРОВ ПОСРЕДСТВОМ ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА В КРАСНОЯРСКОМ ГАУ
© 2019
Шмелева Жанна Николаевна, кандидат философских наук, доцент, доцент кафедры «Иностранный язык» ЦМСиБ Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: shmelevazhanna@mail.ru)
Аннотация. Процессы глобализации и интеграции затронули практически все области современной жизни. Сфера высшего образования также претерпевает значительные изменения, в связи с присоединением России к Болонскому процессу в 2003 году. Одним из показательней эффективности деятельности высшего учебного заведения является определенный процент зарубежных студентов, обучающихся в вузе. И речь идет не только о представителях ближнего, но и дальнего зарубежья. Красноярский ГАУ активно включается в процесс привлечения зарубежных студентов в вуз, из таких стран как: Монголия, Ирак, Таджикистан, Египет, Китай. Университет реализует программы изучения русского языка как иностранного, для обеспечения в дальнейшем, возможности поступления в вуз, а также и набирает на существующие программы подготовки тех студентов, чей уровень знаний русского языка соответствует требованиям. Исходя из широкой географии приезжающих в Красноярский ГАУ зарубежных студентов, важной видится проблема толерантных взаимоотношений представителей различных культур. Думается, что адекватное восприятие культурных различий и культурного многообразия помогает выстроить равноправный диалог между студентами. Это развивает принципы терпимости, принятия, гуманистического отношения к представителям разных национальных культур. Поскольку такой предмет как «Иностранный язык» входит в базовую часть учебного плана и является обязательным для всех, а на некоторых направлениях подготовки изучается все четыре года бакалавриата, автору представляется возможным обоснование целесообразности воспитания толерантности студентов посредством изучения иностранного языка. Данная дисциплина помимо развития иноязычной коммуникативной компетенции, содействует формированию уважительного, толерантного отношения к студентам - представителям культур дальнего зарубежья, способствует кросс-культурной коммуникации, способности излагать собственные мысли и мнения, принимая во внимание особенности менталитета собеседника. В статье излагаются педагогические методы и приемы кафедры «Иностранный язык» по воспитанию толерантности студентов Красноярского ГАУ в ходе реализации дисциплины «Иностранный язык» и других дисциплин на иностранном языке.
Ключевые слова: толерантность, университет, иностранный язык, культура, формирование, воспитание, студенты, зарубежье, адаптация, социализация, ценности, кросс-культурная коммуникация, международные контакты, конференция, олимпиада, круглый стол, методика, метод, прием.
THE DEVELOPMENT OF CROSS-CULTURAL TOLERANCE OF BACHELORS BY MEANS OF STUDYING THE ENGLISH LANGUAGE AT KRASNOYARSK SAU
© 2019
Shmeleva Zhanna Nickolaevna, candidate of philosophical sciences, associate professor, docent of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: shmelevazhanna@mail.ru)
Abstract. The processes of globalization and integration have affected almost all areas of modern life. The sphere of higher education is also undergoing significant changes due to Russia's joining to the Bologna process in 2003. One of the indicators of the effectiveness of higher education institution is a certain percentage of foreign students studying at the university. And it is not only about the representatives of the near but far abroad. Krasnoyarsk state agrarian university is actively involved in the process of attracting foreign students to the university from such countries as: Mongolia, Iraq, Tajikistan, Egypt, and China. The university implements programs of studying Russian as a foreign language, to ensure the possibility of further admission to the university, and enrolls on the existing training programs those students whose level of knowledge of the Russian language meets the requirements. Based on the wide geography of foreign students coming to Krasnoyarsk SAU, the problem of tolerant relations between representatives of different cultures is seen as important. An adequate perception of cultural differences and cultural diversity helps to build an equal dialogue between students. It develops the principles of tolerance, acceptance, humanistic attitude to representatives of different national cultures. Since such a subject as "Foreign language" is included into the basic part of the curriculum and is mandatory for everybody, and in some areas of training is studied for four years of the Bachelor course, the author considers it possible to substantiate the feasibility of the formation of students' tolerance through the study of a foreign language. This discipline, in addition to the development of foreign language communicative competence, promotes the formation of a respectful, tolerant attitude to students - representatives of foreign cultures, promotes cross-cultural communication, the ability to express own thoughts and opinions, taking into account the peculiarities of the mentality of the interlocutor. The article describes the pedagogical methods and techniques of the Department of "Foreign language" for the formation of tolerance of Krasnoyarsk state agrarian university students in the course of the discipline "Foreign language" and other disciplines in a foreign language.
Keywords: tolerance, university, foreign language, culture, formation, education, students, foreign countries, adaptation, socialization, values, cross-cultural communication, international contacts, conference, Olympiad, round table discussion, methodology, method, technique.
Statement of the problem in general and its connection with important scientific and practical tasks. It is a well-known fact that the content of modern higher education should promote mutual understanding and cooperation between people and nations, regardless of their racial, ethnic, cultural and religious affiliation, contribute to the formation of human qualities of the personality of the future specialist on the basis of the universal values of world culture. These tasks entail a number of changes and 116
additions to the existing requirements, including the system of foreign language training in higher education institutions. Modern conditions of the Russian society development, even in the Western countries sanctions, provide the export of educational services, which is training of qualified personnel for foreign countries. This direction of activity of universities and scientific workers is fixed in the "Concept of export of educational services for 2011-2020" [1]. To fulfill the indicator on the number of foreign students in the given Baltic Humanitarian Journal. 2019. T. 8. № 2(27)
педагогические науки
Шмелева Жанна Николаевна ВОСПИТАНИЕ КРОСС-КУЛЬТУРНОЙ ...
contingent, universities are doing their best to attract foreign youth to the number of university applicants. Currently, Krasnoyarsk SAU meets the requirements of monitoring the effectiveness of universities and provides the necessary number of foreign students. We have students from China, Iraq, Egypt, Kazakhstan, Armenia and Mongolia. Some of them are studying at the Bachelor courses and others have come to improve their Russian language skills with the prospective of entering Krasnoyarsk sAu in future. However, the enrollment of students does not ensure the safety of the contingent for a long period. In order for foreign students to successfully adapt to the new social and linguistic environment, the university needs to do a lot, because foreign students study in multinational groups with different cultures, different levels of knowledge of the Russian language, different traditions and customs. It is absolutely indispensable to form the tolerance of the Russian students in order to successfully communicate with foreign students which, in turn, leads to preservation of the foreign students' number.
FSBEI HE "Krasnoyarsk state agrarian university" gives special attention to the foreign language teaching. Integrational social processes change not only the status of a foreign language in the society, but also the functions it performs in this society. We consider that the purpose of this subject consists not only in getting skills of speaking and communicating but also being the means of socialization, adaptation [2] and tolerance formation. The priority is to establish mutual understanding between peoples, to ensure access to the diversity of world politics and culture, that is to say, to promote mutual understanding, expanding international contacts, and actualize cross-cultural communication. In accordance with the public need for knowledge of foreign languages, the status of a specialist who speaks them as a subject of dialogue of cultures is also increased.
Higher education is now designed to promote the training of professionals who are aware of the growing global interdependence between peoples and nations, who understand the need for international solidarity and cooperation, and who are ready to participate constructively in the dialogue of cultures of peoples, countries, regions and continents. In addition to mastering the foreign language knowledge, skills and technological character, the future specialist should purposefully develop his own ability to tolerate and respect the phenomena of other cultures, seek to contribute to the solution of issues of national and international character. In this regard, the problem of formation of cross-cultural tolerance of the future specialist becomes rather relevant. The purpose of the article is to analyze the pedagogical methods used at Krasnoyarsk state agrarian university in order develop cross-cultural tolerance of Bachelors by means of the English language learning. The following tasks were solved by the author in the research process: to consider the concepts of "tolerance", "cross-cultural tolerance", "communication", "cross-cultural communication" in philosophical, psychological and pedagogical literature; to reveal the peculiarities of students as subjects of cross-cultural interaction; to present the practical experience of cross-cultural tolerance formation by means of the English language learning, to confirm the positive impact of the activities conducted by the Department of "Foreign language" on the researched phenomenon formation. The following methods and approaches were used: inclusive observation, analysis, synthesis, induction, deduction, generalization, questioning, subject-activity approach, cross-cultural approach.
Analysis of recent studies and publications where aspects of the problem are shown. The conducted analysis of pedagogical, philosophical, psychological, sociological works shows that the study of pedagogical aspects of the problem of tolerance and its formation has been of significant interest in recent years. Provisions concerning the role and place of tolerance in modern society are
considered in the works of Asmolov A. G., Soldatova G. U., Shaigerova L.A. [3], Dneprova T.P. [4]; the following scientists: Maslovets O.A. [5], [6], Bezotechestvo L.M. [7], Dolinina I., Bulatova A. [8], Alieva E.F. [9] have made a significant contribution to fundamental and applied research to the essence of "tolerance". Many researchers: Klokov D. N. [10], Vinichenko V.A. [11], Nickolaeva I.I. [12] develop the ideas of ethnic tolerance. Problems of education of the person in the spirit of tolerance, internationalism, formation of its spiritual culture, including culture of international communication, spiritual and moral formation of the person in the system of higher education are discussed in the works of Kapustina L.V. [13], Banschikova N.N. [14], Bogdanova A.I., Osipova S.I. [15], Vagurin I.V. [16], Dvornikova E.I. [17], Ignatova V.V. Baranovskaya L.A. [18], Ladik A.V.
[19]. Other scientists speak about the necessity to form the teacher's tolerance for him to be able to communicate the ideas of tolerance to the students: Lopushnyan G.A.
[20], Nurlygayanova O. B. [21], Khabirova L. [22]. But the issues of tolerance formation in the conditions of the system of higher education by means of the subject "Foreign language" are researched insufficiently. The specificity includes the need to prepare students to overcome mutual misunderstanding between people due to differences in languages and cultures, turning the language barrier into a source of broad dialogue-cooperation.
Presentation of the main material of the article. The relevance of the problem of the cross-cultural tolerance formation of future specialists is substantiated by the necessity to form a new generation of highly qualified specialists, capable to solve practical issues of relations with representatives of different peoples, countries, cultures on the basis of the principles of tolerance and mutual respect and the real level of cross-cultural tolerance of modern specialists; the need of universities in the theoretical justification and scientific and methodological support of the process of training future specialists to implement cross-cultural communication on a tolerant basis and the lack of theoretical development of the content and structure of cross-cultural tolerance, as well as methods of its effective formation in the process of foreign language training.
First of all, let's dwell upon the definition of tolerance given by a modern scientist Bezotechestvo L.M.: "Tolerance is an integrative dynamic personal quality of the subject, manifested as a moral principle in interaction with others, based on the value attitude to people, according to which a person, having his own life position, respects and recognizes the right of another to perceive, think and act differently, sees the value of diversity, and is ready to build interaction from other points of view" [7, p. 26]. Maslovets O.A. supposes that: "Tolerance is a property of the personality characterized by awareness of the inner core, integrating and organizing personality, activity and communication with other people; recognition of spiritual values of the personality and manifestation of the valuable relation to other people and their views; manifestation of emotional flexibility in reaction to a new situation, lack of discomfort and fear at a meeting with new" [6]. That is why we can note that tolerance implies the manifestation of adequate behavior in non-standard situations; the ability to change one's point of view, attitude, and desire to be in agreement with the objective opinion of others when it is objectively necessary; the ability to cooperate and collaborate taking into account cultural differences.
The concept of "cross-cultural tolerance" is a consequence of the narrowing of the generic concept of "tolerance". We consider it to be a set of properties and abilities of the individual, allowing to show tolerance, respect and friendly attitude to representatives of other ethnic and cultural communities and phenomena of other ethnic cultures. This complex involves, on the one hand, the understanding of the significance of the representative of another culture. This means the perception of a person of another culture as an equal subject of interaction, the recognition of his right to
Shmeleva Zhanna Nickolaevna pedagogical
THE DEVELOPMENT OF CROSS-CULTURAL ... sciences
dissimilarity and originality, the rejection of momentary assessments of its manifestations, as well as the ability to protect from the negative impact on the basis of tolerance, non-violence. On the other hand, cross-cultural tolerance also implies the readiness of partners of cross-cultural communication, realizing their own cultural identity, to understand and identify an active moral position (position of interaction) in relation to a representative of another culture. Accepting and respecting the partner of different culture, his way of thinking, language consciousness, norms of behavior and personal freedom, the participants of cross-cultural communication, thereby, expand their social experience and acquire a new cultural heritage. Cross-cultural tolerance of a specialist includes, in addition to the above-mentioned properties, the desire to carry out professional activities without compromising the national feelings and national pride of partners, to contribute to a positive solution of issues of cross-cultural interaction.
The structure of cross-cultural tolerance can be represented as an interconnected system of four components: reflexive, motivational, cognitive, and instrumental. The phenomenon of cross-cultural tolerance is manifested in the process of cross-cultural communication. Such concepts as "communication" and "cross-cultural communication" are consequently of interest for us in this problem studying. "Communication" is considered to be a socially conditioned process of perception and processing of information. "Cross-cultural communication" is a set of various forms of relations, interaction and communication between individuals, groups belonging to different cultures, during which everyone is a producer and consumer of information using verbal and non-verbal means. In modern conditions, the effectiveness of the process of cross-cultural communication as a dialogue of cultures suggests the presence of cross-cultural tolerance of partners-communicants.
When it concerns cross-cultural tolerance, we consider it to be an integral socially and professionally significant quality in the structure of the personality of the future specialist. Because of this, the problem of the formation of cross-cultural tolerance is of particular importance. As our experience has shown, the formation of cross-cultural tolerance of future specialists is most effective in the process of their English language training. The study of a foreign language as a means of cross-cultural communication promotes cultural enrichment and the establishment of a relationship of cultural equivalence. These ideas gave the chance to the students-Bachelors of Krasnoyarsk SAU (in the training directions 38.03.02 "Management", 38.03.03 "Human resources management" and 44.03.04 "Professional education") to learn the English for the whole period of their Bachelor training during 4 years. The students have the opportunity to learn not only General English but also Country study in English, Business English and English for Professional purposes. These subjects include learning the material about cultural peculiarities and norms of the representatives of other cultures. The author discussed the role of the English language in the process of students' socialization and adaptation in previous works [2]. Now we are going to show that the effective formation of cross-cultural tolerance of future specialists is possible only in the presence of a certain set of pedagogical conditions. We believe that a flexible, dynamically developing complex is necessary, taking into account the deployment of this process in the optimal mode. In determining it, we took into account: a) understanding of the essence and content of cross-cultural tolerance; b) the requirements of society to the modern specialist set by the Russian standards and foreign standards of UNESCO and European Council for Business Education; c) specific features of foreign language training of future specialists at the non-linguistic university; d) the leading ideas of socio-cultural, contextual and communicative approaches. As a result of the study we developed the following set of pedagogical activities that help to develop cross-cultural tolerance in the students of Krasnoyarsk SAU: 118
1. The introduction of the discipline "Foreign language" and subjects in the foreign language into the whole process of studying at the university (4 years in the Bachelor course and 2 years in Master course).
2. The introduction of the discipline "Country study" in the English language aimed at enriching the knowledge of future professionals about tolerance into the Curricula.
3. The use of "group" work in the implementation of the disciplines "General English", "Country study in English", "Business English" and "English for Professional purposes".
4. The organization of various scientific events on the basis of Krasnoyarsk SAU where foreign students take part and share their cultural peculiarities and traditions with the Russian students.
The implementation of the first condition allowed to observe and influence the students' tolerance formation during the whole period of their studies in small groups, as the number of students in the English language group is 14 people maximum (usually 10 people). Such close supervision made it possible not only to declare and explain the provisions of cross-cultural tolerance but also fix its skills in practice.
Developing the second condition, we proceeded from the fact that the Country study in English is a source of axiological information not only about the universal values and norms of communication of cultural subjects, but also about how these values are transformed into a certain cultural tradition. This discipline includes ethnic or supranational framework of intercultural understanding, values and norms of intercultural communication (tolerance, respect, empathy, kindness, desirability of transparency), the causes of disorders in communication of cultural entities (the commitment monologue ideologies, intolerance, and ethnocentrism).
The third condition was realized in the process of working for a number of years in multinational groups in English classes. For example, now we have two students from Mongolia: Munkhbayar Zambaga and Dorzhsuren Oyun-Erdene on the third course in the training direction 38.03.02 "Management", at the Institute of Economics and Management in AIC, also two Master students from China studying at the Institute of Veterinary Medicine and applied biotechnology: Ma Xyencing and Van Cing and others. The author of this article came to the conclusion that group work is one of the effective means of forming communicative competence of foreign students and developing cross-cultural tolerance of the Russian students. Group work is used in English classes as a means of intensification and optimization of the educational process. At the same time, interpersonal processes are clearly expressed, which are often absent in individual work, including communication, information exchange, mutual support, the use of intercultural and interethmc resources of each student. Work in multinational groups showed that foreign students find themselves in an environment where three languages are used (the native language of the student, Russian and English), we came to the conclusion that the most effective work in groups of 3-4 people with different levels of knowledge and pace of work. These groups are necessarily formed taking into account the psychological compatibility of group members, and, most importantly, taking into account the tolerant attitude of students of one nationality to another. This creates an additional difficulty for the teacher in the process of forming the group and requires special attention. The structure of the group we have developed few years ago includes:
- In each group we define a leader who becomes a student with the highest level of knowledge, both in the field of English and management. But if earlier we believed that leadership skills are of primary importance in this type of activity, when working in a multinational group, we believe that tolerance for students of other nationalities is paramount in choosing a leader. In our groups, for a number of years, students from Russia, Mongolia, Armenia, Kazakhstan, Tajikistan, each of whom is a native speaker of their culture Baltic Humanitarian Journal. 2019. X 8. № 2(27)
педагогические науки
Шмелева Жанна Николаевна ВОСПИТАНИЕ КРОСС-КУЛЬТУРНОЙ ...
and their language, but has an average level of Russian language proficiency, study together. This can slow down the pace of the group as a whole and create some tension.
- The second member of the group is a student who has a fairly high level of knowledge in the field of management and English, but below the first participant - leader.
- The third and fourth members of the group are students with medium and low level of knowledge. Most often, foreign students occupy the third and fourth positions in the group.
In group work with the participation of foreign students, we use different types of tasks, ranging from controlling the assimilation of lexical material on the studied topic by the group leader, and ending with case-study and project work, for example on the topic "Manager's job", where each member of the group prepares a description of the work of managers of different levels of management. Quite an effective type of task in the development of communication skills is the preparation of dialogues with the participation of all members of the group, that is, foreign students. In this case, the dialogue is made in a group, at the desktop, and its presentation - in front of all groups, without the use of pre-prepared material. Thus, the group leader monitors the flow of the conversation and comes to the rescue if one of the group members loses the thread of the conversation or makes something new in the previously prepared dialogue.
These types of tasks not only remove various types of barriers for foreign students (barriers of understanding, speaking, school, intercultural barriers, etc.), but also contribute to the removal of similar barriers and active work of Russian students. In group work, Russian students are forced to look for ways to communicate with members of the group and develop cross-cultural tolerance.
The fourth condition has been successfully implemented at Krasnoyarsk SAU for more than 10 years. The university annually conducts scientific conferences, Olympiads for Bachelors where students of not only Russian universities take part but also people from China, Egypt, Iraq, Kazakhstan and Mongolia participate. The conferences for young scientists are also becoming more and more popular and the number of foreign participants is constantly growing. For example on the 8th of April, 2019, 6 young scientists took part in the conference with the reports on their scientific problems concerning Management, Food Processing, Law (China - 2, Egypt - 2, Iraq - 1, Germany - 1) in comparison with 2018 there were only 2 foreign participants. What is more important these participants not only presented reports, took an active part in the discussion but also stayed with our students after the conference and continued their communication on the informal basis. Sometimes, foreign students are asked also to make a presentation about their cities, countries and traditions. They visit classes of English in different training direction and share their culture. It is very interesting for the students to discuss stereotypes that people have about Russia and foreign countries.
A good tradition of the University is to invite foreign visit-professors from abroad (the USA - Perry Haan, Great Britain - Bob Johnson, Hungary - Alfonz Antoni, Slovenia - Polona Tominz, Germany - Odo Turowski, Holland -Robert Rietbrook and others) who conduct lectures for our students in English and acquaint them with cultural peculiarities of their countries. Different forms of work with professors are organized: brainstorming, case-study, round-table discussions, reports, role games and others.
Analyzing the selected pedagogical activities, we came to the conclusion that each pedagogical condition provides a solution to individual areas of the problem. The relationship between these conditions is based on the principle of enrichment. Consequently, the selected pedagogical conditions form an integral complex where first the students learn English; then form cross-cultural tolerance; after, the acquired skills allow them to take an active part in different events, facilitate their socialization and adaptation; as a result it leads to the formation of a good competitive advantage
of the future specialist on the labor market in Russia and abroad.
In conclusion, we can say that the problem of formation of cross-cultural tolerance of future professionals is relevant and requires further reflection and discussion. Its relevance is due, first of all, to the need for scientifically based solutions to practical problems of improving foreign language training of future specialists in connection with the social, scientific, technical and cultural needs of society. The structure of cross-cultural tolerance is a complex phenomenon, which includes cognitive, motivational, instrumental and reflexive components. The degree of formation and integration of each component determines the level of intercultural tolerance in general. The effectiveness of the formation of intercultural tolerance of future specialists is provided by the implementation of the following complex of interrelated pedagogical conditions: learning of English during the whole period of studies; introduction of the discipline "Country study" into the Curricula; usage of group work in multinational groups; organization of different scientific events with the participation of foreign students and professors. In future the author plans to research and develop the most priority directions of formation of students' cross-cultural competence as the value attitude to professional cross-cultural communication; development of variable computer and information technologies to include students in cross-cultural communication; development of alternative diagnostic techniques and a package of reflexive management diagnostic programs to monitor the level of formation of intercultural tolerance of future professionals.
REFERENCES:
1. Концепция экспорта образовательных услуг на 20112020 годы// Электронный ресурс. URL: http://ecsocman.hse.ru/ data/2011/05/06/1268032128/Concept_for_Exporting.pdf (дата обращения 09.04.2019).
2. Шмелева Ж.Н., С.А. Капсаргина Адаптация и социализация студентов аграрного вуза посредством изучения иностранного языка в институте международного менеджмента и образования. Современные исследования социальных проблем (электронный научный журнал). Изд-во: ООО «Научно-инновационный центр», Красноярск, 2016 - №10(66) C.156-168.
3. Асмолов А.Г., Солдатова Г.У., Шайгерова Л.А. О смыслах понятия «толерантность»// Век толерантности: Научно-публицистический вестник. - М.: МГУ, 2001. - №1-2. - С. 8-18.
4. Днепрова Т. П. Педагогический анализ понятий «национальная толерантность», «этническая толерантность» и «межнациональная толерантность» / Т. П. Днепрова //Педагогическое образование в России. - 2010. - №2. - С.88-98.
5. Масловец О.А. Из опыта работы по формированию толерантности у школьников дальнего востока. Вопросы гуманитарных наук. 2008. № 2 (35). С. 163-165.
6. Масловец О.А. Формирование толерантности у учащихся старших классов средствами иностранного языка: диссертация ... кандидата педагогических наук: 13.00.01. - Благовещенск, 2009. -193 с.
7. Безотечество Л.М. Формирование толерантности бакалавров-будущих педагогов профессионального обучения в образовательном процессе вуза: автореферат дис. ... кандидата педагогических наук: 13.00.08. — Красноярск, 2015. — 24 с.
8. Dolinina I., Bulatova A. Актуальность формирования культуры толерантности студентов//Modern European Researches. 2015. № 5. С. 93-95.
9. Алиева Э.Ф. Педагогическое обеспечение воспитания толерантности посредством этнического игрового материала: автореф. дис. ... канд. пед. наук: 13.00.01. -М, 2009. - 19 с.
10. Клоков Д.Н. Этническая толерантность или этнический национализм: о перспективах реализации программы по формированию толерантных установок в российском обществе. Вестник Тамбовского университета. Серия: Гуманитарные науки. 2004. № 1 (33). С. 44-47.
11. Виниченко В.А. Методологические подходы к формированию межэтнической толерантности у студентов специальности «Связи с общественностью». //Наука и образование. 2011. № 4. С. 90-93.
12. Николаева И.И. Психолого-педагогические подходы к формированию этнической толерантности студенческой молодежи в условиях поликультурности.// Проблемы и перспективы развития образования в России. 2012. № 14. С. 150-155.
13. Капустина Л.В. Аксиологический подход к формированию толерантности в деловом профессиональном общении при подготовке экономистов. Автореферат диссертации на соискание ученой степени кандидата педагогических наук // Самарский государственный педагогический университет. Самара - 2006.
14. Банщикова Т.Н. Толерантность в поликультурном пространстве вуза. / Т.Н. Банщикова, Ю.П. Ветров // Высшее образование в России. - 2011. - № 2. - С. 108-113.
15. Богданова А.И., Осипова С.И. Инновационная поликультурная
Shmeleva Zhanna Nickolaevna
THE DEVELOPMENT OF CROSS-CULTURAL .
pedagogical sciences
образовательная среда в контексте формирования толерантной личности // Сибирский педагогический журнал. — 2012. — №4. — С. С. 4955.
16. Вагурин И.В. Социально-психологический феномен межличностной толерантности в структуре интра-групповых отношений бакалавров-психологов: автореф. дис. ... канд. псих. наук : 19.00.05.
— М, 2011. — 26 с.
17. Дворникова Е.И. Формирование культурной идентичности и толерантности будущих учителей в процессе изучения русской литературы: автореф. дис. ... докт. пед. наук: 13.00.08. — Майкоп, 2007.
— 55 с.
18. Игнатова В.В., Барановская Л.А. Сущность социокультурного образовательного пространства / В.В. Игнатова // Научная жизнь: Научнообразовательный журнал. — Москва, НАУКА — филиал ЗАО «Алкор», 2008. — № 2. — С. 80-87.
19. Ладик А.В. Формирование социокультурной толерантности будущих специалистов: дис. ... канд. пед. наук: 13.00.08. — Кемерово, 2011. — 254 с.
20. Лопушнян Г.А. Модель толерантности педагога в свете концепции индивидуальности //Вестник Челябинского государственного педагогического университета. — 2010. — №1. — С. 128-134.
21. Нурлигаянова О.Б. Психологическое содержание педагогической толерантности как профессионально важного качества учителя: автореф. дис. ... канд. псих. наук: 19.00.07. — Ярославль, 2006. — 24 с.
22. Хабирова Л. Роль толерантности педагога в формировании творческой инициативы школьников в условиях образовательной ев-роинтеграции//Modern Science — Moderni Veda. 2018. Т. 5. № 2. С. 8590.
Статья поступила в редакцию 11.04.2019 Статья принята к публикации 27.05.2019
120
Baltic Humanitarian Journal. 2019. Т. 8. № 2(27)
