Academic journal article Modern Journal of Language Teaching Methods

Pedagogical Instruments for Students' Tolerant Behavior Development

Academic journal article Modern Journal of Language Teaching Methods

Pedagogical Instruments for Students' Tolerant Behavior Development

Article excerpt

Introduction

The study allocates the relevance of the issue necessitating students' knowledge of humanistic values for their integration with society. Humanistic values contributing to engaging in dialogue with society make up the content of tolerant behavioral qualities (Maslovskaya, 2009). She considers that tolerance is consistent integrity of individual abilities and qualities, providing the development of orientation on the social norms' accumulation and realization for mutual understanding and interrelation with the environment and the development of willingness for recognizing, sustainability and aware activities on the base of social partnership and consensus. The structure of the tolerant behavior involves the following constituent parts: 1) subjectivity, expressing the qualities' integrity, focus, personality's values and mediating interpretation of tolerance as a quality of the individual, personal ability (Skvortsov, 1997); 2) sociability, reflected in norms of social and sustainable behavior and enabling to consider tolerance as a social pattern (Zinoviev, 1998); 3) educability, ensuring by a process of purposeful impact on the individual to develop an active-efficient state of acceptance, as of the environment, and so themselves, and enabling to consider tolerance as willingness, personal focus (Zolotukhin, 1999). Tolerant behavior is not only an integrity of different qualities (subjectivity, sociability, educability), but the integrated dynamic system, which is the synergetic unity of qualities, orientations, attitudes, values, active-effective states of the individual, abilities and social patterns, to direct a common idea of humanism and freedom. Between the components of tolerant behavior different structural and casual and as well as other dependencies are developed which enable to allocate the sense-developing side of the conception of tolerant behavior, as tolerance (Korableva, 2013). Allocation of education as a important public good and targeting process of training and education, realized in the interests of the person, the family, society and the state is one of the main reasons of the educational community's interest in the issues of tolerant behavior (Pugacheva, Lunev & Stukolova, 2014). The paper is aimed at identifying the pedagogical instruments of students' tolerant behavior development.

Methodology

The leading approach to the study is the activity-based, contributing to students' involving in the chain of activities that give rise to their being conscious of the sense of tolerance and oriented on development of tolerant behavioral abilities. The concept of "activity" is close to the concept "event" which became widespread after the publication of the famous scientific work of Heidegger "Being and Time" (Haidigger, 2013). The meaning of "being" Heidegger defines by explaining the meaning of the questioner, that is, human beings, identified as "being here", "here-being", "pure availability to appropriate concepts" and described by the initial being, belonging to the being (Gritsanov, 1998). Besides, the being becomes acceptable only due to the human presence, which is characterized by finite time, "existent being" (Haidigger, 2013). The fourth chapter of the study "Being and Time"- "Being-in-the-world as an event and being self" Heidegger devotes to the fact that being is co-existence with others. Heidegger considers that the event is an existential-ontological orientation, some way of being. Heidegger does not limit the event spatially and timely, it is neither incident nor the case, not every- day event which is limited spatially and timely, and determined with the totality, closeness, rigidly specified by internal and external boundaries. Heidegger describes the event as a source of life and time, "the leading word of one's thinking" (Haidigger, 2013). It is believed that the event - is multifaceted and can be considered as a component of qualitative process, the social system's aspect, the condition for external interrelations, fact of reality, social determinants. …

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