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Intercultural communication and education


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Lecture in Native American Reservation Tatiana Indina - Fulbright 2011

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Intercultural communication and education

  1. 1. TATIANA A. INDINAKennan Institute, Wilson Center Washington DC, Moscow, Russia 1
  2. 2. Kyrgyzstan
  3. 3. What do we know about Russia?• Russian Federation• Territory: 17,075,200 sq km• Population: 143,030,106• 86 subjects of Federation. 46 provinces; 21 republics;• 160 different ethnic groups and indigenous peoples live within the Russian federations borders.
  4. 4. Symbols of RussiaRed square, Kremlin Putin Bear Ballet Snow Matreshka
  5. 5. Berezka CommunistsTroika Horovod PelmeniBalalaika Cheburashka Borsh
  6. 6. Russian science and culture Dostoyevskiy Lenin Mendeleev Tolstoy GagarinChaikovskiy Pushikin Lomonosov
  7. 7. Modern Russia Troika Miss Russia SharapovaAbramovich Bilan Medvedev
  8. 8. Moscow
  9. 9. New opportunities for young leaders• Fulbright 310,000 participants—chosen for their academic merit and• CIES leadership potential — with the opportunity to study, teach and conduct research, exchange ideas worldwide he Council for International Exchange of Scholars (CIES), is well known for its expertise and extensive experience in conducting international exchange programs.
  10. 10. Russian academy of education, Moscow, Russia
  11. 11. Wilson center, KennanInstitute, Washington DC
  12. 12. Russian culture and traditions in national FairytalesGreat Russian warriors: Ilya Muromets, Alesha Popovich, Dobrynya Nikitich Friendship, support, justice, strength, love to your country, protection,
  13. 13. Problem of choice –between good or evil
  14. 14. Fight with evil
  15. 15. Images of evil in Russian fairytales
  16. 16. Women images in Russian culture• Patience, beauty, wisdom, good will, talent, hard work, faithful, family and children
  17. 17. Magical transformations
  18. 18. Magical objects
  19. 19. Animal symbols in Russian fairytales ЛовкостьЗлость, коварство Хитрость Преданность Доброта, помощь Острый ум Красота Сила
  20. 20. Leader archetypes in Russian fairytales Богатырь – сила, мужество, Царь – храбрость справедливость,Мужик, простота величие Отец- защита, Иван – креативность,Старик, мудрость забота везение
  21. 21. Kyrgyz heroic epos Manas Semetei and Seitek
  22. 22. Discussion• Your favorite native tale or fairytale and its hero, why you think he is a good example to follow?• Which traits characterize a leader in your tale?
  23. 23. Native wisdom – principles of life• 7 times measure – 1 time cut (be accurate and foreseeing)• If you called yourself a mushroom – go to the basket (prove your words with your acts)• 100 years live – 100 years learn (life is never ending learning)• A true friend can be recognized in trouble (be a good friend until the end)• If you have strength – don’t think you don’t need mind (you have to be both smart and strong)• Knowledge is a light, lack of knowledge – is a darkness (learn hard if you want to succeed)• Without hard work you can not catch a fish; (put all efforts you can to achieve a result)• By Harrying – you will make the people laugh at you – take your time and concentrate on what you do• Business deserves a time, fun deserves an hour – Set your priorities correctly• Что посеешь то и пожнешь - what you do is what you get – think about consequences• Work is afraid of master hands - any work starts from first efforts• Chickens should be counted in autumn - everyone will be judged by his results• Who laughs the last- laughs the best – think about consequences• A word is not a bird – if it flies away you can not catch it – be careful what you say• A fear has big eyes – fears are very subjective and exaggerated• Seven troubles has one answer – if you receive the same negative results – problem is in you• А ларчик просто открывался – big problem some times have simple solution• Apple does not fall far away from an apple tree – your surrounding influence your life• 7 people do not wait for one – do not be egoistic, think about others• A bad piece is better that a good war – try to built not to destroy any relationship, understand people• If you try to catch two rabbits you will catch no one – set your priorities and concentrate• 7 aunts has one child without an eye – where many people, there lack of responsibility• Rely on god, but do what you can - take responsibility of your life• Path in 1000 miles starts from the first step - step by step, do as much as you can, start today
  24. 24. Discussion• Which native wisdom reflects the principle of your life?• What is that principle?• Which magical object can symbolize your life principle?
  25. 25. Discussion• List 3 things (values) which you think are more important for you?• What is a big goal of your life?• How you plan to achieve it ? Individual life path development knowledge
  26. 26. What is success for you?• Which are big goals of your life?• What motivates you to achieve them?• Which are main traits of the leader?
  27. 27. Leadership skills review/self assessment•Smart goals•Priorities,•Urgent and Important timemanagement•SWOT analysis of yourrecourses
  28. 28. Tribal education challenges• Which are biggest education challenges you face in your work?• Which discoveries, insights you had regarding in tribal education process – share;• Which tools/instruments you use in your work;• What are culture- specific instruments you use in your work?
  29. 29. Specifics of tribal education Indigenous education is the realization that ritual, myth, vision, art, and learning the art of relationship in a particular environment, facilitating the health and wholeness of the individual, family, and community. Education for wholeness, by striving for a level of harmony between individuals and their world, is an ancient foundation. The main goals are wholeness, self-knowledge and wisdom.
  30. 30. Discussion• Students motivation;• Style of communication;• Assessment methods;• Improving academic performance;• New methods of education;• Connecting past and future;• Personality of the teacher.
  31. 31. Challenges of cultural education in Russian republics of Chechnya and Ossetia• Nationalism due to religious differences;• Dress code for students;• Strict family education;• Different values systems;• Informal, radical (fan) groups;• Women rights;• Correspondence to Russian Federation education standards; diplomas, certificates;• Establishing connection between cultures;• Traditional and modern values;• Development of intercultural tolerance;• Freedom and consciousness of choice
  32. 32. Methods to improve cultural education implemented in Ossetia• Lessons of nation history; literature; culture• National holidays and celebrations;• National music songs, dances, costumes ;• Native language exams;• Religious education;• Meetings with native famous people;• Summer camps; schools;• Contests; Olympiads; conferences• on national culture
  33. 33. Ways to improve cultural intelligence & Intercultural competence• Learning more about native and other cultures;• Development of personal identity;• Development of systematic thinking and analysis,• Providing education on cultural differences and traditions;• national character and ethno psychology;• Training conflict management skills;• Lessons of history, politics, culture of other countries;• Knowing norms of behavior, etiquette, taboos, rituals, life styles; specifics of nonverbal communication in other cultures;• Learning to be informed; conscious; respectful and open minded;• Cultural exchanges; meeting students from other cultures; travelling; tv programs;• Developing correct attitudes towards other cultures;• Lessons of language – not only about language but• about culture;
  34. 34. Challenges of native culture education in Kyrgyzstan• Lack of finance and governmental support;• Lack of supplies; facilities and methodological base (computers,• books in libraries etc);• Translation of materials and textbooks to native language;• Lack of qualified teachers;• Establishment of educational standards;• Low academic performance;• Education-work balance;• Intercultural problems of communication (conflicts, fights);• Problematic families; low income families;• Cultural differences in meanings and understanding ;• Modernization and correspondence to national and international standards;• High costs of education for low income families, private funding;• Conflicts of values and motivation brought by school and media;• Conflict between values brought by educational systems and modern society;
  35. 35. Methods, tools, instruments• Problematic learning (team work, research, questions);• Cases, examples, stories, illustrations, facts;• Audio –visual instruments; movies; video courses; distant learning;• Practical work; home work;• Positive experience; group support;• Stories of success; interviews;• Excursions, impression experience;• Demonstration; personal experience;• Reflection, brain storms;• Mind maps; art projects;• Establishing dialogue; asking questions;
  36. 36. Types of Problematic-Developing education (Elkonin-Davydov school)• Monologue method; (lecture)• Dialogue method of education; (discussion)• Heuristic method of education; (Q&A)• Research method; (Problem solving);• Algorithmic method of education; (algorithm and example);• Programming method• (self-learning, computer based• learning)
  37. 37. Model of developing education Social Learning Social environment environment Correction Personality Cultural development education
  38. 38. Comparison of traditional and developing education systemsParameters Traditional Developing education educationGoals Learning General development (knowledge, (personality, moral and information, spiritual education) skills)Methods Illustrative, Development through demonstrative practical Activity, methods problematic learningTeacher Knowledge Organizer of students transmitter research activityStudent Object, Active change manager, participant transformat0r
  39. 39. Culture-historical theory of development (L.S. Vygotsky)• 2 lines of human development: natural and cultural;• Higher, social psychic functions (intelligence, memory, speech, abstract thinking, attention, imagination) are developed through education in socium and culture;• Role of sighs and words in mediating development;• of intelligence and higher psychic functions;• Signs are s• Culture is interiorized through language• In children games ;• Role of the game in learning;• Development of cognitive functions through culture;• Zones of nearest development;• Children psychic development;• Development is determined by interaction with social environment;• Education is the mechanism of development;• Development is formation of personality through culture;
  40. 40. Luria theory of historical development of cognitive functions• 1930 и 1931 expeditions to Uzbekistan and Kyrgyzstan;• Influence of cultural factors on psychic processes in Illiterate population and low level educated farmers;• Development of system of meanings through language and culture;
  41. 41. Methods for training & practical work• Meditations, visualizations; reflections;• Expectations, questions, feedback;• Warming up games and psycho techniques;• Communicative games (group, team games);• Cases, tests, individual tasks; discussions;• Presentations; modeling, constructions;• Practical tasks; role and strategic games, project work;• Work with documents; papers; ideas;• Creative tasks;
  42. 42. Cultural specific instruments• Storytelling – using metaphors, fairytales, legends as a source of information;• Tribal leaders experience;• Games and competitions;• Art projects; festivals;• Creative tasks on synthesizing traditions and innovations
  43. 43. Psychological challenges in tribal education• Establishing a dialogue full of trust;• Mentorship and personal coaching;• Motivation and personality growth;• Psychotherapy in crisis situations;• Career guidance;• Life coaching;• Peer relations correction;• Teacher-teacher relationship;• Establishing relationship with family;• Student – Teacher relationship;• Individual approach;• Choosing an effective style of education