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STUDYING THE HISTORICAL PAST OF RUSSIA AND INTERPRETING THE PRESENT IN A FOREIGN AUDIENCE
Abstract
Данная статья посвящена проблеме интеграции иностранца в новое общество. Основная идея нашего исследования заключается в формуле: чтобы стать «своим» в чужом обществе, человек должен научиться воспринимать представителя другого этноса как носителя определенного культурно-исторического прошлого. Для этого человек должен обладать исторической эмпатией, то есть оформленными способностями эмоционально реагировать и откликаться на переживания представителя / представителей другой культуры; давать адекватный эмпатический ответ, базирующийся на понимании историко-культурных оснований событий прошлого, на переживаниях представителя другого этноса; распознавать эмоциональные состояния представителя другой этнокультурной группы и мысленно идентифицировать себя с текущим состоянием «чужого». Цель данного исследования состоит в установлении факторов, мешающих успешной интеграции иностранных студентов в российское общество. Задачами исследования выступают: 1) определение уровня знаний иностранных слушателей подготовительных факультетов вузов об историческом прошлом России; 2) выявление стереотипных представлений иностранцев об отдельных сторонах российской жизни; 3) определение дидактических условий для формирования исторической эмпатии иностранца при обучении языку титульной нации; 4) выяснение мнения преподавателей о возможности проведения работы по формированию исторической эмпатии в условиях российского вуза и ее перспективности. Проведенное исследование показывает, что факторами, мешающими успешной интеграции иностранных студентов в российском обществе, являются низкий уровень представлений о российской истории, стереотипизация отдельных сторон российской жизни и, как следствие, недостаточный уровень исторической эмпатийности. Делается вывод о том, что общность интересов контактирующих этносов, уважение к культурным и историческим различиям народов, совместная созидательная деятельность являются важными условиями формирования исторической эмпатии.
This article addresses the issue of integrating foreigners into a new society. The main idea of our research is encapsulated in the formula: to become “one of their own” in a foreign society, a person must learn to perceive a representative of another ethnicity as a bearer of a specific cultural-historical past. To do this, one must possess historical empathy, which means having the ability to emotionally respond and empathize with the experiences of representatives of another culture, providing an empathetic response based on an understanding of the historical and cultural foundations of past events, recognizing the emotional states of representatives of other ethnocultural groups, and mentally identifying with the current state of the “other”. The goal of this research is to identify factors hindering the successful integration of foreign students into Russian society. The research tasks include: 1) Determining the level of knowledge of foreign students in preparatory faculties of universities about the historical past of Russia. 2) Identifying stereotypical views held by foreigners about certain aspects of Russian life. 3) Defining didactic conditions for developing historical empathy in foreigners during language instruction of the host nation. 4) Examining the opinions of educators regarding the feasibility and prospects of work aimed at fostering historical empathy within Russian university settings. The conducted research reveals that factors hindering the successful integration of foreign students into Russian society include a low level of knowledge about Russian history, stereotyping of various aspects of Russian life, and consequently, a lack of historical empathy. The conclusion is drawn that shared interests among interacting ethnicities, respect for the cultural and historical differences of nations, and collaborative constructive activities are essential conditions for fostering historical empathy.
Историческое прошлое является тем ключом, который открывает двери к национальному сознанию народа. Знание исторического прошлого необходимо для правильной интерпретации настоящего. Это актуально как для преподавателя, обучающего иностранных студентов, так и для самого обучающегося, особенно в ситуациях взаимодействия разных этнических групп в пределах одного мультикультурного пространства. Целью данного исследования является анализ особенностей процесса восприятия иностранными студентами российских историко-культурных реалий. Задачами исследования выступают: 1) оценка потенциала исторического знания как образовательного инструмента; 2) выявление связи между историческим знанием и историческим мышлением; 3) анализ структуры восприятия обучающегося иностранца в аспекте связи между знанием российской истории и фактами и событиями русской культуры; 4) определение критериев эффективности формирования историко-культурного знания в практике обучения иностранцев языку специальности на русском языке. Проведенное исследование показывает, что многие слушатели подготовительного факультета, приезжающие на обучение в Россию, имеют крайне смутное представление о нашей стране и это представление слабо меняется даже после года пребывания в стране изучаемого языка. Причинами этого, по мнению авторов, являются: слабая довъездная адаптация иностранных абитуриентов, недостаточное внимание вузов к проблемам социокультурной адаптации иностранного контингента, а также отсутствие системности в представлении страноведческих и историко-культурных знаний в учебных программах для иностранцев. Делается вывод о том, что грамотные образовательные программы для иностранных обучающихся должны быть в первую очередь ориентированы на знакомство студентов с ценностными достижениями народа, на глубокое понимание ими того, как исторический процесс повлиял на становление русского этноса и русской культуры. Такой подход способствует формированию правильной траектории развития личности иностранного студента.
Historical past serves as the key that unlocks the doors to a nation's collective consciousness. Knowledge of historical events is essential for a proper interpretation of the present, whether for educators teaching foreign students or for the students themselves, especially in situations involving interaction among different ethnic groups within a multicultural space. The aim of this research is to analyze the peculiarities of how foreign students perceive Russian historical and cultural realities. The research objectives include: 1) evaluating the potential of historical knowledge as an educational tool; 2) identifying the correlation between historical knowledge and historical thinking; 3) analyzing the structure of a foreign student's perception concerning the connection between knowledge of Russian history and the facts and events of Russian culture; 4) determining criteria for the effectiveness of forming historical and cultural knowledge in the practice of teaching foreign students specializing in the Russian language. The study reveals that many preparatory faculty students arriving in Russia for education have a vague understanding of the country, and this perception changes minimally even after a year of language study. The reasons, according to the authors, include weak pre-arrival adaptation of foreign applicants, insufficient attention from universities to socio-cultural adaptation issues of foreign students, and a lack of systematic presentation of country-specific and historical-cultural knowledge in educational programs for foreigners. The conclusion is drawn that well-designed educational programs for foreign students should primarily focus on introducing students to the cultural achievements of the nation and their deep understanding of how historical processes influenced the formation of the Russian ethnic group and culture. This approach contributes to shaping the correct trajectory of personal development for foreign students.
Dar valor al estudio de la historia constituye el problema fundamental del diseño curricular. Partiendo de esta premisa, se proponen una serie de artículos en los que se plantean hipótesis curriculares alternativas para las asignaturas de historia en Secundaria y Bachillerato, frente al enfoque tradicional enciclopédico. Cada alternativa está centrada en un valor concreto, un logro valioso que configura y da sentido a una determinada orientación curricular. En esta primera entrega se propone un currículo orientado al desarrollo de la conciencia histórica, a través del estudio de los grandes procesos de transformación (técnica, económica, social, política, cultural, geopolítica…) a lo largo del tiempo. El estudiante aprende en este currículo a ver la historicidad del presente, como instantánea fugaz de un mundo en transformación constante, a valorar sus características como el resultado de esos procesos de transformación, y a analizar la complejidad de los procesos de cambio y continuidad que van conformando la realidad de cada momento histórico, incluido su presente.
This paper aimed to identify trends in the scientific literature that relate the link between two concepts: historical thinking and historical reenactment. The definition of both concepts and their commonalities were examined. Convinced that History instruction and Heritage education could improve new methods and techniques, and aware of the benefits of reenactments in active learning and participation in and outside the classroom, we came to the obvious conclusion that merging both aspects is a must and should be disseminated. We also analyzed the presence of second-order concepts in reenactment practices and how they are addressed by actors and spectators. Reenactments foster the acquisition of critical thinking by citizens through education; their quality, however, must be improved through research and didactics—didactics based on reenactment that help us value the past and the traces still present in local areas. Local and global identity and heritage, emotions, reproduction of objects, the use of sources, relevance, empathy, multiperspectives, causation, communication, the relationship between past and present, and the sustainable economy proposed by the 2030 Agenda, are all aspects that should take center stage in turning this phenomenon into a living and lasting history as an experience.
The Truth and Reconciliation Commission of Canada (TRC) strives to increase public education regarding residential schools. A baseline measure of the public's residential school knowledge could be useful to evaluate the progress of the TRC. The National Benchmark Survey, Urban Aboriginal Peoples Study, and Canadian Public Opinion on Aboriginal Peoples Report are three existing surveys that provide such a baseline, though each use only self-report measures. We measured residential school knowledge of 2,250 non-Indigenous Canadian undergraduate students through self-report (subjective) and multiple-choice (objective) measures. Analyses revealed a statistically significant correlation between self-reported and objective knowledge of residential schools.
Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.
This article reports an experimental study on the effects of explicit teaching on 11th grade students’ ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and epistemological underpinnings connected to causal reasoning in history. In a randomized pretest–posttest design (N = 95), with a treatment and a control condition, effects of explicit teaching were investigated on students’ (a) second-order and strategy knowledge, (b) their epistemological beliefs, and (c) their ability to construct a causal explanation, as well as (d) their topic knowledge, and (e) their individual interest. Results show that students in the experimental group scored significantly higher at the posttest on knowledge of causal-reasoning strategies and second-order concepts (sr2 = .09), attributed a significantly higher value to criterialist epistemological beliefs (sr2 = .04), and reported a higher individual interest (sr2 = .02). We found no differences between conditions in the overall quality of students’ written explanations. However, the experimental group scored significantly higher on 1 core criterion, that is, the “use of second-order language and causal connections” (sr2 = .06). No differences were found on first-order knowledge. Furthermore, self-reports on learning gains and correlational analysis were applied to explore the interrelatedness of second-order and strategy knowledge, epistemological beliefs, student’s ability to construct a causal explanation, topic knowledge, and individual interest.
Although the processes that underlie sharing others' emotions (empathy) and understanding others' mental states (mentalizing, Theory of Mind) have received increasing attention, it is yet unclear how they relate to each other. For instance, are people who strongly empathize with others also more proficient in mentalizing? And (how) do the neural networks supporting empathy and mentalizing interact? Assessing both functions simultaneously in a large sample (N=178), we show that people's capacities to empathize and mentalize are independent, both on a behavioral and neural level. Thus, strong empathizers are not necessarily proficient mentalizers, arguing against a general capacity of social understanding. Secondly, we applied dynamic causal modeling to investigate how the neural networks underlying empathy and mentalizing are orchestrated in naturalistic social settings. Results reveal that in highly emotional situations, empathic sharing can inhibit mentalizing related activity and thereby harm mentalizing performance. Taken together, our findings speak against a unitary construct of social understanding and suggest flexible interplay of distinct social functions.
The present research investigates the extent to which cultural background moderates empathy in response to observing someone undergoing physical or social pain. In 3 studies, we demonstrate that, East Asian and White British participants differ in both affective and cognitive components of their empathic reactions in response to someone else’s pain. Compared with East Asian participants, British participants report greater empathic concern and show lower empathic accuracy. More important, findings cannot be explained by an in-group advantage effect. Potential reasons for observed cultural differences are discussed.
History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The rst question is answered by means of historical and educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing meaningful history curricula as well as for research into educational strategies which can be deployed to teach students how to make connections between past, present and future.
This paper integrates social norm constructs from different disciplines into an integrated model. Norms exist in the objective social environment in the form of behavioral regularities, patterns of sanctioning, and institutionalized practices and rules. They exist subjectively in perceived descriptive norms, perceived injunctive norms, and personal norms. We also distil and delineate three classic theories of why people adhere to norms: internalization, social identity, and rational choice. Additionally, we articulate an emerging theory of how perceived descriptive and injunctive norms function as two distinct navigational devices that guide thoughts and behavior in different ways, which we term “social autopilot” and “social radar.” For each type of norms, we suggest how it may help to understand cultural dynamics at the micro level (the acquisition, variable influence and creative mutation of cultural knowledge) and the macro level (the transmission, diffusion and evolution of cultural practices). Having laid the groundwork for an integrated study of norm—normology, we then introduce the articles of this special issue contributing theoretical refinements and empirical evidence from different methods and levels of analysis. Managerial implications are discussed.
The ability to take the perspectives of others is considered a prerequisite for effective interpersonal interaction. Despite extensive investigation into the correlates of perspective taking, there have been few previous attempts to understand the process by which people take another’s psychological point of view. The purpose of this exploratory study was to identify the strategies used by individuals when attempting to take the perspective of another person. Twelve participants discussed a time they engaged in perspective taking. The analysis revealed that perspective taking was used in situations in which significant negative emotions could arise, and that participants shifted between the use of self-information (e.g., switching places, past experience) and other-information (e.g., target’s personal characteristics) during the process of perspective taking. Different emotions and cognitions were associated with taking one’s own perspective and taking that of the other person. The study provides a direct consideration of an under-investigated component of social and personal relationships.
Public discourse on Muslim immigrant integration in Europe is increasingly framed around the presumed incompatibility of Islam and Western values. To understand how such framing constructs boundaries between immigrants and majority society in the media, we analyse newspaper discussions of honour killing in the Netherlands and Germany. These debates reinforce existing bright boundaries, or a strong sense of us versus them, between immigrants from Muslim and/or Turkish backgrounds and the majority population. Limited elements of boundary blurring are also present. We extend existing theory by showing that these boundaries are inscribed in the intersection of ethnicity, national origin, religion and gender.
This book reveals the scientific evidence which proves that female-type brains are better at empathizing and communicating, while male brains are stronger at understanding and building systems--not just computers and machinery, but abstract systems such as politics and music. The author dissects each brain type and presents a new theory that autism is actually an example of the extreme male brain. Understanding our essential difference, the author concludes, may help us not only make sense of our partners' foibles, but solve one of the most mysterious scientific riddles of our time. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article presents a vision of effective and pedagogically meaningful history teaching and learning in schools. Bringing to the fore the lack of attention to the philosophy of history, the article first explains the philosophical and epistemological underpinnings of history or the perspectives on the nature of historical knowledge on which the vision is based. It then elucidates what goals history education should strive for, what history should be taught, how history curriculum should be developed, what is expected of teachers in implementing history curriculum, and what qualifications history teachers should possess to effectively practice their profession. It advocates constructivist pedagogy and the disciplinary approach to school history, calling for collaboration between education faculty and historians in the preparation of history teachers.
The chapter looks at categorisations as a form of 'othering' in the context of European refugee resettlement. Selection categories in resettlement provide insights into states' preferences, when given the possibility to effectively select refugees before they present themselves at the border. As such, categorisations in such programmes are ways of othering within the group of 'others', excluding but also including according to three logics: humanitarian, security and assimilability. The chapter provides a panoramic view of official selection categories of the United Nations High Commissioner for Refugees (UNHCR), European Member States, and the European Union (EU). The analysis shows that, while resettlement is framed as a humanitarian policy for the 'most vulnerable', some European states' programmes and recent EU propositions indicate that besides a humanitarian logic, security and assimilability logics of 'othering' also draw the boundaries of access to this privileged form of refugee protection.
Since the late 1990s, civic integration has become the dominant immigrant integration policy in Western Europe. This article reviews three debates surrounding the new policy: first, whether there is policy convergence or persistent variation along national models of integration; secondly, whether civic integration marks a retreat from multiculturalism, or is merely layered on resilient multiculturalist policies; and, thirdly, whether the new policy is liberal or illiberal, and whether it entails a return of cultural assimilation. It is argued that civic integration converges cross-nationally with respect to policy goals and instruments, while extant variation is often incoherent or touching more on the form than the substance of policy; that civic integration is national-level policy that tends to coexist with ongoing de facto multiculturalism, especially at local level; and that civic integration mostly remains in a liberal register, as it is still integration and not assimilation, which would connote forced identity change.
Cultural practices socialize people to relate to others in different ways. One critical way in which these interpersonal bonds are formed and maintained is via empathy, our emotional reactivity toward others’ experiences. However, the extent to which individuals from different cultures vary in their dispositional empathy, and the correlates of these differences, are relatively unknown. Thus, the current study explored cultural variation in empathy, and how this variation is related to psychological characteristics and prosocial behavior across cultures. Evidence from an original sample of 104,365 adults across 63 countries reveals that higher empathy countries also have higher levels of collectivism, agreeableness, conscientiousness, self-esteem, emotionality, subjective well-being, and prosocial behavior. These findings reveal that empathy is situated within a broader nomological network of other psychological characteristics, emotional expression and experiences, and prosocial behavior across cultures. The current study expands our understanding about how psychological characteristics vary across cultures and how these characteristics can manifest in broader national indicators of prosocial behavior.
Over the course of the last two decades, no paradigm in social psychology has had such a profound impact as social cognition. In the area of intergroup relationships, its impact has been to provide a theoretical underpinning for our understanding of prejudice, stereotyping, discrimination, and intergroup contact (Stephan, 1985). While the cognitive approach cannot replace the earlier emphases on the motivational, affective, and moral aspects of intergroup relationships, it can provide new insights into the ways in which prejudice, discrimination, and especially stereotypes develop and change.
In this article the authors discuss historical empathy and examine research data which evaluates methods used by history teachers to develop empathetic understanding in students. They argue that historical perspectives are often ignored in these teaching strategies, provide several examples of assessment questions they deem to be unacceptable in evaluating students' empathetic understanding, and differentiate between empathetic and causal analysis in history education.
The present study seeks to develop a pedagogy aimed at fostering a student’s ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of first- and second-order concepts, strategies, epistemological beliefs and interest play a role. Five pedagogical principles (inquiry tasks, social interaction, situational interest, explicit teaching of domain-specific strategies and concepts, and epistemological reflection) were established and operationalized for causal historical reasoning. The effectiveness of the principles was explored in a lesson-unit concerning the outbreak of the First World War. A quasi-experimental pre-test–post-test study was conducted with two conditions in three 11th grade pre-university classrooms. Students in the implicit condition worked in triads on the inquiry task. Students in the explicit condition worked on the same task, but with explicit attention given to strategies, concepts and epistemological underpinnings. The results showed that first-order knowledge increased in both conditions, but students in the explicit condition acquired significantly more knowledge of second-order concepts and causal strategies. However, no differences were found in students’ written explanations. Several possible reasons for this are discussed.
As with much of Europe, the Netherlands has no explicit ‘race’ discourse; however, the state, through its public policy and administrative practices, does categorise its population along ‘ethnic’ lines, using birthplace — one's own or one's (grand-) parent's — as the surrogate determining factor. The contemporary operative taxonomy has until recently been binary: autochtoon (of Dutch heritage) and allochtoon (of foreign birth). Used earlier at the provincial level in respect of internal migration, the taxonomy was expanded in 1999 to demarcate between ‘Western’ allochtoon and ‘non-Western’ allochtoon, with the latter being further subdivided into first and second generation. Informed by a ‘generative metaphor’ approach (Schon 1979) that links cognition to action, this article subjects the allochtoon/autochtoon binary to metaphor analysis and the Western/non-Western taxonomy to category analysis. The work done by ‘birthplace’ in the term pair suggests that they are, in their everyday usage, surrogates for a race discourse, carrying the same (ancient) assumptions about individual identity and the earth-air-sun-water of the spot on which one was born that underlies definitions-in-use of ‘race’. Their meaning in contemporary policy discourse derives from the interaction of metaphoric and category structures, with implications for policy implementation.
Both the Netherlands and France have recently introduced civic integration abroad policies, which stipulate that family migrants are to learn about the language and customs of the host society, before being admitted to the country. The Dutch program however is much more stringent than the French. While France requires only participation in an evaluation and course that are organised and financed by the French state, the Dutch government has made entry conditional upon passing a test and does not offer courses. In this article, I propose two explanations for the significant differences between the modalities of the Dutch and French civic integration abroad programs. The first is related to party politics, that is to the positions adopted by political parties and the relations between them; the second to the different judicial constraints that weigh upon family migration policies in France and in the Netherlands.
In this article I will challenge a received orthodoxy in the philosophy of social science by showing that Collingwood was right in insisting that reenactment is epistemically central for historical explanations of individual agency. Situating Collingwood within the context of the debate between simulation theory and what has come to be called “theory theory” in contemporary philosophy of mind and psychology, I will develop two systematic arguments that attempt to show the essential importance of reenactment for our understanding of rational agency. I will furthermore show that Gadamer’s influential critique of the reenactment model distinguishes insufficiently between the interpretation of certain types of texts and the explanation of individual actions. In providing an account of individual agency, we are committed to a realistic understanding of our ordinary scheme of action-explanations and have thus to recognize the centrality of reenactment. Nevertheless, Collingwood’s emphasis on reenactment is certainly one-sided. I will demonstrate its limitations even for accounting for individual agency, and show how it has to be supplemented by various theoretical considerations, by analyzing the different explanatory strategies that Christopher Browning and Daniel Goldhagen use to explain the behavior of the ordinary men in Reserve Battalion 101 during World War II.
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