1 option
1. The state budget surplus is
A. depreciation of the national currency
B. high inflation
In excess of income over expenses
D. refusal to fulfill debt obligations
2. Are the following statements about taxes correct?
A. Direct taxes are mandatory payments to the treasury from the income and property of citizens of enterprises
B. Indirect taxes are levied to the treasury only if the income of citizens and firms exceeds the costs.
1) only A is true
2) only B is true
3) both statements are correct
4) both judgments are wrong
3.
In the era of the birth of culture, only the image of the nature surrounding man formed his soul. The same rhythm went through his feelings and through the rustle of the forest. His way of life, his development, his clothes seemed to be attached to the surrounding fields and forests. The impressions produced by nature, climate, and relief were put aside in the thoughts of the people. Even Goethe noticed that a person living among mighty and gloomy oaks has a completely different attitude than a person living among frivolous birches.
As the population grows and the need to produce more and more food, attitudes towards nature begin to change. Nature is becoming the main object of exploitation, for several millennia there has been an ever-increasing large-scale, now planetary attack on nature.
One of the main reasons for the development of European science was the "disenchantment" of nature - the expulsion from it of all mysterious, inexplicable factors.
Violence against nature, its destruction has reached such an extent that it threatens the very existence of man. All over the world, more than half of the arable layer has been destroyed, which is being restored in 700-800 years, the ocean is already poorly coping with pollution, mercury has been found in the liver of penguins, atmospheric gas pollution has reached such a level that glaciers have begun to melt, all major cities are surrounded by huge garbage dumps that continuously increase.
It is time for a person to urgently change his attitude towards nature: it is necessary that nature again become for everyone the same cultural value that it was before, in antiquity. A person must radically reconsider his needs, get rid of his habits that are harmful to himself and to nature, stop producing a lot of goods and products, without which, in principle, it is easy to do.
3.1.Make a text plan. To do this, highlight the main semantic fragments of the text and title each of them.
3.2. How does nature affect man and society? Using the content of the text, indicate two manifestations.
3.3. How is the current state of relations between society and nature characterized in the text? Give two characteristics.
3.4. How do you understand the connection between the development of European science and the “disenchantment” of nature? Based on the knowledge of the social science course and the content of the text, give three explanations.
3.5. Are some problems of the existence of modern mankind that pose a threat to its survival called global? What global problem is shown in the text?
4. What meanings of the concept "society" do you know? Give examples.
5. Name the needs that determine human activity.
6. For whom are works of elite culture created? Give examples.
7. “Freedom is first of all, not privileges, but an obligation” (A. Camus)
Option 2
1. All natural resources used in the production process are called
And information
B labor
In capital
G earth
2. Are the following statements about resource scarcity correct?
A. Economic choice is based on limited resources.
B Natural resources are not enough to fully meet the needs of society
1) only A is true
c2) only B is true
3) both statements are correct
4) both judgments are wrong.
3. Read the text and do the tasks.
There is an internal culture - the culture that has become a second nature for man. It cannot be abandoned, it cannot be simply discarded, discarding at the same time all the conquests of mankind. The internal, deep foundations of culture cannot be translated into a technology that allows you to automatically become a cultured person. No matter how much you study books on the theory of versification, you will never become a real poet from this. You can't become a Mozart, or an Einstein, or even the slightest bit of a serious expert in any field, until you fully master this or that part of the culture necessary for working in this field, until this culture becomes your internal property, and not an external set of rules.
The culture of each era is a unity of style (or form) that unites all the material and spiritual manifestations of this era: technology and architecture, physical concepts and painting schools, musical works and mathematical research. A cultured person is not one who knows a lot about painting, physics or genetics, but one who is aware and even feels the inner form, the inner nerve of culture.A cultured person is never a narrow specialist who does not see or understand anything beyond the scope of his profession. The more I am familiar with other areas of cultural development, the more I can do in my own business. It is interesting that in a developed culture, even a not very gifted artist or scientist, since he has managed to touch this culture, manages to achieve serious results.3.1.
3.2.
.Find in the text and write down two characteristics of a cultured person.
3.
3. What sentences of the text speak about the importance of internal culture in human life? Write down any three sentences.
3.
4. The text says: "The more I know about other areas of cultural development, the more I can do in my own business." On the example of any two prominent figures, confirm this statement.
3.
5. During the years of revolutions, there were people in different countries who called for discarding old cultural values and starting to build a new culture “from scratch”. Is it possible? Write out a phrase from the text that helps answer this question.
3. 6. What, in your opinion, is the influence of culture on the formation of personality? Based on the text, social science knowledge and personal experience, give two explanations.
4. Why did man separate himself from nature?
5. What are the characteristic features of a person's labor activity?
6. What is the purpose of creating mass culture. Why are the works of this culture in great demand, elitist?
“Nature creates man, but develops and forms his society”
3 option
1. Which of the following concepts unites all the others?
A. capital
B building
In the building
G equipment
2. Are the following judgments about the factors of production correct?
A. The factors of production are bounded, which requires the firm to solve the problem of economic choice.
B. The factors of production include capital, land, labor, information, and entrepreneurial ability.
1) only A is true
2) only B is true
3) both statements are correct
4) both judgments are wrong
3. Read the text and do the tasks.
In the first approximation, culture can be defined as follows: culture is everything that is not nature. Everything made by human hands. Culture is that artificial world that a person creates around in order to support himself in his artificial, that is, human, state. There are two points of view on the origin of the concept and the meaning of the word "culture". Some elevate it to the Latin root of the verb "cultivate" - to cultivate the soil. The first manifestation of human cultural activity was, in their opinion, the cultivation of the land. According to the second point of view, culture is derived from the concept of "cult" - from the totality of religious, ritual actions, with the help of which a person called on higher powers, "communicated" with them.
Culture has long become a second nature for a person: everything that he sees in the world, he sees through culture. The ancients saw the Big Dipper in the sky, and we saw a ladle with a handle, because we have a different culture. But both for the ancients and for us, the starry sky is a product of culture. It is comprehended, ordered, the stars are named, the nebulae are outlined, in short, the whole history of human culture has entered the picture of the starry sky. Everything that we see around us is a product of the activities of previous generations. The world, K. Marx rightly noted in his time, is a product of industry and trade, it is a "made" world. Everything that we are - our thoughts, feelings, our imagination - is a product of cultural education.
3.1. Plan your text. To do this, highlight the main semantic fragments of the text and title each of them.
3.2. What two points of view on the origin of the concept of culture are given in the text?
3.3. In the text, culture is characterized as “everything that is not nature” and “second nature”. Find and write an explanation for each of these characteristics.
Using the facts of public life and personal experience, confirm with three examples the statement contained in the text that a person is surrounded by a “made world”
3.5. At the lesson there was a dispute about the role of culture in the formation of personality. One group of students argued that personality is formed under the influence of culture in the process of upbringing and education. Another group argued that a person forms himself, and dependence on cultural values is not
significant.
Which of these points of view is presented in the text? Write out a phrase from the text that reflects this point of view.
3.6. In the text, the human condition is called artificial. Do you agree with the statement? Give two reasons for your opinion
4. Name the main social institutions of society.
5. What historical events contributed to the transition to an industrial society?
6. Explain with an example the connection between spiritual and material culture.
7. “Inequality is as good a law of nature as any other” (I. Sherr)
4 option
1. The company is engaged in the transportation of goods. The company's capital includes
A. goods carried
B business managers
In insurance payments
G. motor vehicle
2. Are the following judgments about economic systems correct?
A. The economic system determines the mechanism for the distribution of scarce resources.
B. The economic system is a way of organizing the economic life of society.
1) only A is true
2) only B is true
3) both statements are correct
4) both judgments are wrong
3. Read the text and do the tasks.
Some firms prefer to sell their goods not in the usual way, through stores and outlets, but use special distribution agents. This is how some perfumery and cosmetic companies, firms - manufacturers of food additives sell their products. The main feature of this method of selling the product is the direct contact of the company representative with the buyers. The system of selling goods through distributors-consultants was called "network marketing".For buyers, this distribution looks like this: The distributor offers the client a full range of products of a certain company. In this case, the seller acts as a consultant. He knows everything about the features of each product of the company and is ready to talk for hours about its properties, give a try to any product, choose what suits a particular client, exchange an unsuitable product, and provide discounts.
Now let's try to look at the network marketing system from the inside. Why do firms resort to such a distribution system and why are network marketing agents such interested sellers?
Such sales are focused on personal work with the buyer. The firm convinces the buyer that its product must be selected individually, so it cannot be sold in the store. In order to understand what drives distributors, you should pay attention to the word "network". Indeed, distributors are a network, and this network is built on the principle of a pyramid. The duty of the agent is to take goods for a certain amount every month. He receives income from each unit sold. Therefore, he is vitally interested in selling the goods - the thickness of his wallet certainly depends on how much he sells. In addition to the sale, the agent is interested in agitating the buyer to also become a seller. As soon as he succeeded, the firm begins to pay the agent a percentage of all sales of the new seller. Agents receive additional income, and the firm expands with new distributors.
The network marketing pyramid is similar to the financial one. It is based on the principle of geometric progression. There are significantly fewer people at the top of it and simply earning income from the work of the agents they attracted than direct distributors. But, unlike the financial pyramid, it is not built on the deception of buyers. Everyone decides for himself whether to become an agent or not.
3.1. Plan your text. To do this, highlight the main semantic fragments of the text and title each of them.
3.2. What is the main feature of the sale of goods through distributors? What advantages, according to the authors of the text, does this way of purchasing goods give consumers?
3.3. Using the text, explain why firms and agents are interested in a network distribution system.
3.4. Why are perfumery and cosmetic products and biologically active food additives most often sold through the network marketing system? Based on the text and personal social experience, make three assumptions.
3.5. What advice would you give to a buyer on how to avoid becoming a victim of network marketing agents? Based on the facts of public life and personal social experience, formulate three pieces of advice.
3.6. Do you agree that the network marketing pyramid differs significantly from the financial pyramid in its attitude towards the buyer (client)? Based on the text and social science knowledge, give two arguments (explanations) in defense of your position.
4. What type of economic activity is the main one for the traditional, industrial and information society?
5. Do you agree with the statement that the main difference between man and animals is tool activity?
6. Why do you think religion is still so influential in the rational 21st century?
7. "The family is more sacred than the state" (Pius 11).
4. The subject of philosophy “The first thing that comes to mind is the definition of philosophy as knowledge of the Universe. However, this definition, while true, may lead us away from everything that distinguishes it: from its inherent drama and atmosphere of intellectual heroism in which philosophy and only philosophy lives. Indeed, this definition seems to be the antithesis of a possible definition of physics as the knowledge of matter. But the fact is that physics first outlines the boundaries of the latter and only then gets down to business, trying to understand its internal structure. The mathematician also gives a separation to number and space, i.e., all particular sciences first try to stake out a section of the Universe, limiting the problem, which, with such a limitation, partially ceases to be a problem. In other words, physicists and mathematicians know in advance the boundaries and basic attributes of their object, so they start not with a problem, but with what is passed off or taken as known. But what is the Universe, in search of which, like the Argonaut, the philosopher boldly sets out, is unknown. The universe is a huge and monolithic word, which, like an indefinite, broad gesture, obscures rather than reveals this strict concept: everything is available. For starters, this is the Universe... So, the philosopher, unlike any other scientist, takes on what is in itself unknown. We know more or less what a part, a share, a fragment of the Universe is. In relation to the object of his research, the philosopher takes a very special position, the philosopher does not know what his object is, he knows only the following about him: first, that this is not one of the other objects; secondly, that it is an integral object, that it is a genuine whole, leaving nothing outside itself and thus the only self-sufficient whole. But just none of the known or imaginary objects has this property. So, the Universe is something that we essentially do not know, that which is absolutely unknown to us in its positive content. Making the next round, we can say: to other sciences their object is given, and the object of philosophy as such is precisely that which cannot be given; since this whole is not given to us, it must in the most essential sense be desired, constantly sought after.<…>Philosophy, professing pure theoretical heroism, has never followed a reliable, calm and bourgeois path. Like its object, it is a universal and absolute science in search of itself. This is what Aristotle, the first expert in our discipline, called it: philosophy is a science that is looking for itself. However, in the above definition "philosophy is the knowledge of the Universe" the word "knowledge" has a different meaning than in other scientific disciplines. Cognition in the strict, original sense is a concrete positive solution to the problem, i.e., the perfect penetration of the subject into the object with the help of reason.<…>Therefore, I propose, defining philosophy as the knowledge of the Universe, to understand by this an integral system of mental activity, in which the desire for absolute knowledge is systematically organized. So, the totality of thoughts can become philosophy under one condition: the reaction of the mind to the Universe must be the same universal, integral - in short, it must be an absolute system.<…>Only at certain points does the doctrinal body of physics come into contact with the reality of nature - in experiments. And it can be varied to the extent that these points of contact are preserved. And the experiment is a manipulation by which we interfere with nature, forcing her to respond. However, the experiment does not reveal to us nature itself as it is, but only its specific reaction to your specific intervention. Consequently, the so-called physical reality - and it is important for me to formally highlight this - is a dependent reality, and not an absolute quasi-reality, so it is conditioned by a person and is connected with him. In short, the physicist calls reality what happens as a result of his manipulations. This reality exists only as a function of the latter. Philosophy therefore seeks as reality precisely that which is independent of our actions, does not depend on them; on the contrary, the latter depend on this complete reality.<…>The universe is the name of the object, the problem, for the study of which philosophy was born. But this object, the Universe, is so unusual, so profoundly different from all the others, that, of course, it requires a completely different approach from the philosopher than in other scientific disciplines. Formally, I understand by the Universe "everything available." That is, the philosopher is not interested in every thing in itself, in its separate and, so to speak, separate existence, - on the contrary, he is interested in the totality of everything that exists and, therefore, in every thing - what separates it from other things or unites with them : its place, role and rank among many things ... We understand by things not only physical and spiritual realities, but also everything unreal, ideal, fantastic and supernatural, if any. That's why I preferred the word "have"; I don't even say "everything that exists", but "everything that exists". This "existing" embraces the widest range of things that can be outlined, so wide that it includes things about which we will certainly say that they exist, but do not exist. For example, a round square, a knife without a handle and blade ...<…>Philosophy admits from the outset the possibility that the world itself is an insoluble problem. [This is the case if the Universe, that is, everything that exists, is unknowable - for one of two reasons: either we are unable to cognize it, or it, in itself, in its structure, is impenetrable to thought, because it is irrational].<…>In the particular sciences there is no doubt about the cognizability of their subject, there one can doubt the possibility of complete knowledge and encounter some particular unsolvable problems within the limits of one's general problem. And even, as in mathematics, to prove their unsolvability. The very position of a scientist implies a belief in the possibility of knowing one's object.<…>And vice versa, only what can be measured and methodically considered is considered a physical problem. Only a philosopher, as an essential element of his cognitive activity, admits the possibility of the unknowability of his subject. And this means that philosophy is the only science that considers the problem as it is, without prior forcible domestication. [Science deals with practical problems:] a stone lying in the way prevents us from moving forward. The practical problem is to replace the current reality with another one, so that there is no stone on the road, therefore, something that does not exist ... A practical problem is a state of mind in which we project a change in reality, we think about the appearance of which is not yet, but we need it to be. The state in which a theoretical problem arises is radically different from this. In language, this problem is expressed by the question: " What is this or that thing?" Notice the strangeness of this mental action, such a request. What we ask: "What is this?" - is here, it There is- in one sense or another - otherwise it would not have occurred to us to ask about it. However, it turns out that it is not enough for us that something is and is here; on the contrary, we are disturbed by what it is and is such as it is, we are irritated by its being ... It follows that the theoretical problem arises only when we start from what is, what is undoubtedly here, but nevertheless or because of this, it is thought as if it does not exist, as if it should not exist. Thus, the theory begins - paradoxically - with the denial of reality, with the virtual destruction of the world, with its annihilation: this is the ideal return of the world back to nothing, to the time before its creation, and at the same time amazement at its existence and movement back to its origins.<…>Philosophy is the knowledge of the universe, or of everything that exists ... From the height of philosophy, any other knowledge seems naive and in some respects false, that is, again, it turns out to be problematic ... "A1. A characteristic feature of only pre-industrial society is:
the great role of science in the development of production;
division of society into social groups;
the leading role of agriculture in the development of the economy;
high social mobility.
A2. The characteristic of a nation, in contrast to a tribe, is:
community of traditions;
stable statehood;
own language;
community of territories.
A3. Are the following statements about the characteristics of money correct?
A. Money has existed at all stages of the development of society.
B. In modern society, money has ceased to be a medium of circulation.
Only A is true;
only B is true;
both judgments are correct;
both judgments are wrong.
A4. The concepts of "confrontation", "competition", "rivalry" characterize:
ways of conflicts;
ways to resolve conflicts;
the process of socialization of the individual;
causes of conflicts.
A5. The main economic resources are:
market;
2) capital;
3)exchange;
4) taxes. A6. Are the following statements about nature and society correct?
A. Nature, unlike society, is a developing system.
B. Nature and society mutually influence each other.
1) Only A is true;
2) only B is true;
3) both judgments are true;
4) both judgments are wrong.
A7. An example of communication is not:
1) the audience applauds the singer after the performance;
2) the boss gives instructions to the subordinate;
3) two friends are talking about personal problems;
4) a person has a mental conversation with the hero of the book he has read.
A8. Nuclear family:
1) most common in an agrarian society;
2) includes at least three generations of direct relatives;
3) is a small social group;
4) does not imply a common life.
A9. Determine which of the needs are out of place in A. Maslow's hierarchy of needs.
1) Physiological needs;
2) prestigious needs;
3) security needs;
4) social needs;
5) spiritual needs.
A.10. The concept of "social progress" does not include:
1) economic progress;
2) technical progress;
3) cultural progress;
4) religious progress.
FINAL TEST IN SOCIAL STUDIES GRADE 8
OPTION I
B1. Find the similarities and differences between the economic and social spheres of society.
1) Influences the political sphere and depends on it;
2) includes distribution and consumption;
3) includes assistance to socially unprotected segments of the population;
4) creates goods and services;
5) exists at all stages of the development of society.
Select and write in the first column of the table ordinals
numbers of features of similarity, and in the second column the row numbers of features of difference.
similarities traits differences
B2. Find the global problems of mankind in the proposed list.
1) Environmental pollution;
2) the threat of nuclear war;
3) limited resources;
4) crisis of overproduction;
5) an increase in the number of incomplete families.
Numbers under which global problems are indicated,
write in ascending order.
Answer:__________________
OT Establish a correspondence between the stages of development of society and their characteristic features: for each position given in the first column, select the corresponding position from the second column.
STAGES OF DEVELOPMENT
A) Traditional society.
B) industrial society.
B) Post-industrial society.
CHARACTER TRAITS
1) Machine production is a determining factor in development.
2) The great role of the church and the army.
3) The service sector dominates the economy.
A B C
In the first approximation, culture can be defined as follows: culture is everything that is not nature. Everything made by human hands. Culture is that artificial world that a person creates around in order to support himself in his artificial, i.e. human condition.
There are two points of view on the origin of the concept and the meaning of the word "culture". Some elevate it to the Latin root of the verb "cultivate" - to cultivate the soil. The first manifestation of human cultural activity was, in their opinion, the cultivation of the land. According to the second point of view, culture is derived from the concept of "cult" - from the totality of religious, ritual actions, with the help of which a person called on higher powers, "communicated" with them.
Culture has long become a second nature for a person: everything that he sees in the world, he sees through culture. The ancients saw the Big Dipper in the sky, and we saw a ladle with a handle, because we have a different culture. But both for the ancients and for us, the starry sky is a product of culture. It is comprehended, ordered, the stars are named, the nebulae are outlined, in short, the whole history of human culture has entered the picture of the starry sky. Everything that we see around us is a product of the activities of previous generations. The world, K. Marx rightly noted in his time, is a product of industry and trade, it is a "made" world. Everything that we are - our thoughts, feelings, our imagination - is a product of cultural education.
C2. What two points of view on the origin of the concept of "culture" are given in the text?
C3. In the text, culture is characterized as "everything that is not nature" and "second nature". Find and write down an explanation for each of these characteristics.
FINAL TEST IN SOCIAL STUDIES GRADE 8
OPTION II
A1. A command economic system, unlike a market one, is characterized by:
1) the absence of commodity-money relations;
2) the existence of free competition among producers;
3) strict state regulation of production, exchange and distribution;
4) egalitarian distribution of products.
A2. Are the following judgments about social stratification correct?
A. An important sign of belonging to a stratum is the level of prestige.
B. In modern society, the level of education does not affect belonging to one or another stratum.
Only A is true;
only B is true;
both judgments are correct;
both judgments are wrong.
A3. A market situation in which several large competing firms monopolize the production and marketing of the bulk of products in a particular industry is called:
1) competition;
2) the law of supply and demand;
3) oligopoly;
4) monopoly.
A4. Personality as opposed to the individual:
is a biosocial being;
characterized by unique features of appearance;
has certain desires and aspirations;
capable of influencing society.
A5. The situation in which the revenue side of the state budget exceeds the expenditure side is called: 1) budget surplus;
2) budget deficit;
3) public debt;
4) balanced budget
A6. Determine the social status that exists in a traditional society.
Turner;
democrat;
resident of the metropolis;
4) child.
A7. The condition for belonging to an ethnic group is:
1) common historical fate;
2) lack of consanguinity;
3) attitude to the means of production;
4) the general level of income.
A8. During the economic crisis of 1900-1903. 3 thousand enterprises were closed in Russia, thousands of workers found themselves unemployed. This example applies to:
1) political and social spheres;
2) social and economic spheres;
3) economic and spiritual spheres;
4) spiritual and social spheres.
A9. Citizen S. carefully monitors her health. Twice a year she visits the dentist, comes for preventive examinations to the therapist. By doing so, she expresses:
1) a prestigious need;
2) physiological need;
3) the need for security;
4) social need.
A10. Are the following statements about labor correct?
A. Work is considered unproductive if it does not produce any results.
B. The purpose of labor activity is the creation of goods and services.
1) Only A is true;
2) only B is true;
3) both judgments are true;
4) both judgments are wrong.
IN 1. All the concepts listed below, with the exception of one, refer to the economic sphere of society.
Competition, state budget, technical progress, goods, law of demand.
Find and indicate the concept that "falls out" of this series.
Answer____________________
AT 2. Find the similarities and differences between reform and revolution.
Changing all or most aspects of public life;
carried out only by public authorities;
has a spasmodic character;
is a kind of social progress;
represents a partial improvement of any one sphere of society;
changes the foundations of the existing social order.
Select and write down in the first column of the table the serial numbers of the similarities, and in the second column - the serial numbers of the differences.
similarities traits differences
Establish a correspondence between the type of reforms and their specific manifestation: for each position given in the first column, select the corresponding position from the second column.
TYPES OF REFORM
A) political reforms.
B) Economic reforms.
C) social reforms.
THE MANIFESTATION OF REFORMS
1) Carrying out privatization.
2) Introduction of universal compulsory secondary education.
3) Adoption of the constitution.
Write down the selected numbers in the table
A B C
Read the text and do tasks C1-C3.
There is an internal culture - the culture that has become a second nature for man. It cannot be abandoned, it cannot be simply discarded, discarding at the same time all the conquests of mankind.
The internal, deep foundations of culture cannot be translated into a technology that allows you to automatically become a cultured person. No matter how much you study books on the theory of versification, you will never become a real poet from this. You can't become a Mozart, or an Einstein, or even the slightest bit of a serious expert in any field, until you fully master this or that part of the culture necessary for working in this field, until this culture becomes your internal property, and not an external set of rules.
The culture of each era is a unity of style (or form) that unites all the material and spiritual manifestations of this era: technology and architecture, physical concepts and painting schools, musical works and mathematical research. A cultured person is not one who knows a lot about painting, physics or genetics, but one who is aware and even feels the inner form, the inner nerve of culture.
A cultured person is never a narrow specialist who does not see or understand anything beyond the scope of his profession. The more I am familiar with other areas of cultural development, the more I can do in my own business.
It is interesting that in a developed culture, even a not very gifted artist or scientist, since he managed to touch this culture, manages to achieve serious results.
(According to the materials of the encyclopedia for schoolchildren)
C1. Plan your text. To do this, highlight the main semantic fragments of the text and title each of them.
C2. Find in the text and write down two characteristics of a cultured person.
C3. Which sentences of the text speak about the importance of internal culture in human life? Write down any three sentences.
Including national traditions, language, history, literature. Economic, cultural and scientific contacts of countries and their peoples make relevant topics related to the study of intercultural communications, the relationship of languages and cultures, the study of linguistic personality.
In the process of teaching a language, communication in a given language cannot be dispensed with without culture. In order to teach verbal communication, it is necessary to find out how language and culture are related and how to show this relationship in the learning process.
Unlike regional studies and ethnolinguistics, linguoculturology is "a holistic theoretical and descriptive study of objects as a functioning system of cultural values reflected in the language, a contrastive analysis of linguocultural spheres of different languages (peoples) based on the theory of linguistic relativity (the hypothesis of E. Sapir-B. Whorf) "
Language enters the world through meaning, meaning is a path that connects language with extralinguistic reality. Behind linguistic phenomena lies a certain socio-culture. Behind the linguistic picture of the world lies the socio-cultural picture of the world. In order to really use the spoken language, one must know the totality of extralinguistic facts, what lies behind the language. The growing interest in the problem of "language-culture" makes it increasingly urgent to clarify the sources, parameters, methods of research of concepts included in the scope of the terminological inventory.
the concepts of "language and culture" converge the interests of all human sciences, this is the cross-cutting idea that destroys the boundaries between disciplines that study a person, since one cannot study a person outside his language. Language is the main form of expression and existence of national culture. E. Sapir wrote: Language, thus, acts as a realized internal form of expression of culture, as a means of accumulating knowledge of culture.
The main purpose of culture is to be a means of spiritual enrichment of the individual. A person plunges into the "world of culture", mastering many languages specific to material and spiritual culture. The national character of culture presupposes the interaction of languages and cultures of different peoples, their mutual enrichment to an integral "fundamental foundation" - world culture, the achievements of all mankind. Culture as a creation of the people is the unity of the national (specific) and general (international).
the relationship "language - culture" is most fully reflected in the works W. von Humboldt, who wrote: "A person primarily: lives with objects as the language presents them to him: Each language describes around the people to which it belongs, a circle, from which it is given to a person to leave only insofar as he enters the circle of another language."
The researchers of W. von Humboldt (neo-Humboldtians) consider the "picture of the world" as an "intermediate linguistic world" created by the creative spirit of the nation, as a form of representation of a given national culture and as a comparative interference of different cultures reflected in different national languages.
B.L. Whorf in his work "The relation of norms of behavior and thinking to language" noted that language and culture developed together, gradually influencing each other. But in this union, the very nature of the language is the factor that holds back its development: "This is because language is a system, and not just a set of norms. The structure of a large system lends itself to significant change very slowly, while in many other areas of culture changes occur relatively quickly. Language, therefore, reflects mass thinking; it reacts to all changes and innovations, but reacts weakly and slowly, while in the minds of those who make changes this happens instantly.
In our time, the Russian language and its speakers have abruptly entered the world, intercultural contacts have begun. The Russians began to speak more languages in order to communicate, they needed to know the cultural component. It also added almost instant Internet access. Linguistics has made the task of comparing cultures absolutely essential. If we teach a language, then we must learn to find those signs in the text that will lead to an understanding of some general conceptual meaning, which is largely culturally conditioned by the meanings of language units. In terms of the problem of "language and culture", a method is being developed of a counter, parity description of culture through the facts of its reflection in the language and interpretation of the linguistic facts themselves through the "deep, extra-linguistic, cultural component" (vertical context). The synthesis of proper linguistic methods with the methods of other, related sciences led to a cognitive, cognitive (social-speech) orientation, to cognitology: the linguistic context must be corrected by cultural studies, rely on deeper cultural information, on the transfer of extra-linguistic, cognitive "co-meaning" for adequacy of speech usage.
The essence of the conceptual sphere of the language being studied, and the language in comparison with which it is being studied, is revealed in approaches, methods that have a national identity.
Cultural anthropology is the American approach, the German one is hermeneutics, French is epistemology. All these disciplines equally legitimately exist and represent a purely national form of manifestation of the same thing. How to practically show the conceptual basis through the text - this is the whole task, because the theory is one thing, and the pragmatics of action, that is, the technology of this study, is another matter.
It is necessary to distinguish between the object of reality, the representation of the concept - the concept and the linguistic expression. It is important to see all this through the prism of cultural conflicts, to know as much as possible about the culture of your partner and your own culture, and it is also important to see it from different angles. culture taken in the broadest ethnographic sense as system of ideas, traditions, way of life, vision of the world, national character, mentality. Not a single word can exist without cultural connotations N.S. Trubetskoy wrote: when comparing, there must be something in common in the compared parts.
about the opinion V.V.Vorobyova, Cultural linguistics as a scientific discipline is characterized by a number of specific features:
This is a scientific discipline of a synthesizing type, bordering between the sciences that study culture and philology (linguistics).
The main object of linguoculturology is the relationship and interaction of culture and language in the process of its functioning and the study of the interpretation of this interaction in a single system integrity.
The subject of linguoculturology is the national forms of being of society, reproduced in the system of linguistic communication and based on its cultural values, everything that makes up the "linguistic picture of the world".
Linguoculturology focuses on a new system of cultural values put forward by new thinking, the modern life of society, on a complete, objective interpretation of facts and phenomena and information about various areas of the cultural life of the country.
An objective, complete and holistic interpretation of the culture of the people requires a systemic representation of the culture of the people in their language, in their dialectical interaction and development, as well as the development of a conceptual series that contributes to the formation of modern cultural thinking.
A comment:
134. Culture is often defined as "second nature". Cultural experts usually refer to culture as everything man-made. Nature is made for man; he, working tirelessly, created the "second nature", that is, the space of culture. However, there is a flaw in this approach to the problem. It turns out that nature is not as important for a person as the culture in which he expresses himself.
Culture, first of all, is a natural phenomenon, if only because its creator, man, is a biological creature. Without nature, there would be no culture, because man creates in the natural landscape. He uses the resources of nature, reveals his own natural potential. But if man had not crossed the limits of nature, he would have been left without culture. Culture, therefore, is an act of overcoming nature, going beyond the boundaries of instinct, creating something that can be built on top of nature.
Human creations arise initially in thought, spirit, and only then are embodied in signs and objects. And therefore, in a concrete sense, there are as many cultures as there are creative subjects. Therefore, in space and time there are different cultures, different forms and centers of culture.
As a human creation, culture surpasses nature, although its source, material and place of action is nature. Human activity is not entirely given by nature, although it is connected with what nature gives in itself. The nature of man, considered without this rational activity, is limited only by the faculties of sense perception and instincts. Man transforms and completes nature. Culture is activity and creativity. From the origins to the sunset of its history, there was, is and will be only a “cultural person”, that is, a “creative person”.
(According to P.S. Gurevich)
1. Plan the text. To do this, highlight the main semantic fragments of the text and title each of them.
The following semantic fragments can be distinguished.
1) Culture as a "second nature", everything is man-made.
2) Culture as unity with nature and overcoming nature.
3) The diversity of cultures and their creators.
4) Culture as activity and creativity.
2. The writer decided to create a novel about the life of his contemporaries. At first, he built the main storyline for several months. After the writer decided on the images of his characters, he set to work, and a year later the novel was published. Which piece of text explains this sequence of actions? What type of art is represented in this example?
1) the phrase of the text: “human creations arise initially in thought, in the spirit, and only then are embodied in signs and objects”;
2) art form - literature
3. What approach to the definition of culture is discussed in the text? What, according to the author, is the disadvantage of this approach?
2) the answer to the second question: the disadvantage of this approach lies in the fact that, according to the author, it turns out "as if nature is not as important for a person as the culture in which he expresses himself."
Two questions must be answered:
1) the answer to the first question: human activity is not given by nature entirely, although it is connected with what nature gives in itself;
2) the answer to the second question: man transforms and completes nature.
The following answers of the author can be cited and illustrated with examples:
1) “a person creates on a natural landscape” (for example, when determining the construction site of a new building, the features of the land plot are taken into account);
2) a person “uses the resources of nature” (for example, a potter makes dishes from clay, a sculptor uses natural stone);
3) a person “reveals his own natural potential” (for example, some people show the inclinations for artistic creativity, others for sports, and others for mathematics).
6. The author uses the phrase "man of culture" in a broad sense. What kind of person in modern conditions, in your opinion, can be called a cultured person? What do you think parents should do in order for their child to grow up as a cultured person? (Invoking social science knowledge and personal social experience, indicate any one measure and briefly explain your opinion.)
The correct answer must contain the following elements:
1) the answer to the first question, for example: a person who has versatile knowledge in various fields, who has high spiritual humanistic values, can be called cultural; a cultured person, as a rule, takes an active life position;
2) a measure and an appropriate explanation, for example: parents introduce the child to culture, take him to museums, theaters, read books to him (thus, from childhood they develop a craving for knowledge (knowledge of the world), form moral ideas, develop initiative, etc. P.).
135. Purposeful human activity to acquire knowledge and skills is called
1) morality
2) education
3) creativity
