EDUCATIONAL AND CULTURAL EXCHANGE AS A WAY TO THE DIALOGUE OF CULTURES

Baiburova O.V.
PhD, Associate professor, The Department of English Professional Communication, Perm State University

EDUCATIONAL AND CULTURAL EXCHANGE AS A WAY TO THE DIALOGUE OF CULTURES

Abstract

The purpose of this article is to discuss educational and cultural potential of international exchange programs. Language and religion are viewed as two cultural determinants facilitating dialogue of cultures at any level. Special attention is devoted to the conditions of avoiding value conflicts between two cultures, which is especially important in the
multicultural context of modern world.

Keywords: language, religion, interpersonal dialogue of cultures, educational and cultural exchange.

In the period of global communication and international cooperation, there is a greater need for extending dialogue between cultures, partnership of civilizations and bringing nations closer to each other [1].
This goal is unattainable without three key elements. First, the participants of the dialogue must have profound knowledge of the interlocutor’s language and cultural patterns. Second, both of them must be able to represent their native languages and cultures. Finally, there must be created the atmosphere of mutual understanding, cooperation, respect to the partner and there should be a strong will to perceive and accept cultural diversity.

The concept of culture has dozens of definitions in different branches of science and practice. ―Cambridge Dictionary‖ defines culture as ―the way of life of a particular people, especially as shown in their ordinary behavior and habits, their attitudes toward each other, and their moral and religious beliefs‖ [2]. The shared complex of knowledge, art, attitudes, values, beliefs and rules of behavior and interaction typical for a culture influences the mode of its members’ lifestyle and interpretations of other people’s behavior.
According to M. Bakhtin, one culture fully and profoundly reveals itself only in contact with another culture. This dialogue surmounts the closedness and one-sidedness of their meanings, preserving unity and open totality of both cultures and ensuring their mutual enrichment [3, 334-335].

Language is the most important code or channel for cultural contacts. It is not a mere collection of words and grammar patterns. It reflects, preserves and protects the material and spiritual culture of its nation. To understand the culture we must know its language; and to know the language we must comprehend the culture kept in it. It means that speaking about international contacts we mean the contacts of languages and cultures. However, we should not forget that every language determines the way people see the world and by this, it limits their vision. To study another language means to find one more way to interpret reality. Through this path, we gradually get to understanding a different world that helps us understand our own language and culture from another point of view, see more differences and similarities in two contacting cultures.
Another deeply significant manifestation of any culture is religion. In fact, religion and culture were not originally distinguished, the religious dimension of life being foundational for all cultures. ―Religion then is not another realm of human experience alongside others, but rather the source from which we come, the foundation on which we live, and the goal which we seek through all our values and virtues – and hence cultures‖ [4, 167]. Religions complement their unique ways of faith expression just as different cultures complement each other. Comparing and contrasting two cultures we should pay special attention to their religious beliefs and traditions as it is the foundation of every nation.
The dialogue of cultures may be performed at different levels: international, state, local, traditional, professional, interpersonal. All the levels are vitally important for the future of our planet as big positive changes begin with tiny achievements and even minor conflicts may pose a challenge on the global scale.

Interpersonal contacts are those tiny steps towards the partnership of civilizations that play an important role in cultural diversity and interaction of the globalized world. They are facilitated by the fast development of the means of communication, international tourism, business and academic mobility. These contacts may be indirect if a person gets information about another culture from books, films, news, the Internet and other sources. Direct personal contacts complement a stereotypical attitude towards another culture, give an opportunity to ask clarifying questions and guarantee deeper understanding.
Russian textbooks for cross-cultural communication are aimed at the dialogue of cultures based on mutual understanding. Students study a foreign language as if there were love and peace all over the world. However, it is obvious that cross-cultural communication is impossible without conflicts of two value systems or ―non-dialogue‖ of cultures. Participant of cross- cultural communication need special theoretical knowledge and practical skills of avoiding the conflict, suppressing the conflict, proving their own point of view and reaching a compromise [5]. Developing these skills as a part of communicative and cross-cultural competence should be introduced into educational programs together with inspiring multicultural understanding. Students need to be prepared to respect cultural diversity without acceptance, justifying or imposing alien values.
A foreign language should be taught in the broad dialogical context of native and foreign cultures with the emphasis on historical background, linguistic view of the world, ethnic and cultural heritage and religious traditions [6; 7]. In my opinion, the best way of combining all the aspects is to take part in an exchange program. It may be relevant for both teachers of a foreign language and their students.
In March 2019, I took part in a cultural and educational exchange organized by Houghton College, NY, USA and ―Perm Mission Network‖. Houghton College is a Christian college of the liberal arts and sciences located in the western part of New York State. It is a good example of uniting young people from 31 countries, and 30 Christian denominations [8]. ―Perm Mission Network‖ is a group of American Protestants whose mission consists in uniting American and Russian nations through personal understanding, preaching, missionary work, cultural and social activities. Some of the missionaries used to work in Houghton College, others are their friends or relatives.

Members of ―Perm Mission Network‖ started the program 20 years ago. Every June they come to Perm krai to teach English in school summer camps, take part in social and charity projects in orphanages and prisons. Every March they invite a group of 6 or 7 Russian persons (mainly teachers of English) to the USA.
The purposes of the annual March visits are always the same: to experience the American public school and college educational systems, to acquire some understanding of American civil society, and to experience American culture through living with families. The group gets an opportunity to visit classes at Houghton College and become acquainted with local facilities and programs. Russians visit area schools, Social and Community Service organizations, churches, and businesses. They are provided with several short tours of the region, and visit New York City, Niagara Falls, and Washington DC before returning home.

In the context of global political unrest, I would like to formulate the factors that made our three-week trip to the USA successful:

  1. Every aspect of our visit was planned. Food, lodging, and transportation were provided through the support of ―Perm Mission Network‖ members and their friends. We felt secure and welcomed.
  2. All the members of the Russian group had a good command of English, broad knowledge of American culture and traditions and believed that different cultures are equally valuable to humanity (which is a part of professional competence for an English teacher).
  3. In three weeks we had an opportunity to get acquainted with different elements of American national culture, including history, art, architecture, education, everyday and professional behavior and habits, family values, moral and religious beliefs etc.
  4. We saw two different Americas and compared Manhattan and Washington DC to the poorest county of the New York state including a traditional Amish village. That was especially important for getting a complex vision of the USA.
  5. Multicultural Americans were potentially ready to communicate with people from any country.
  6. After 20 years of the program, local people had got used to Russian groups.
  7. Mutual Christian values dominating in both cultures formed the foundation of the dialogue between them. Russian and American societies are characterized by high percentages of believers.

More than 70% of Americans are Christians; most of them are Protestant or Catholic [9]. 79% of Russians are Orthodox Christians [10]. In our case Russian Orthodox values were complemented by the American Protestant ones and made our understanding of American culture much deeper.
In conclusion, various direct contacts involving personal response promote humanism in relations between people and cultures no matter how different they are. This process challenges stereotypes and develops personal responsibility for everything that occurs in the world. Finally, and most hopefully, it makes people conscious that what brings us together is by far greater than what sets us apart. Trips of cultural and educational exchange promote the dialogue of cultures and bring people closer to each other. This experience provides valuable background for the teachers of a foreign language in their professional life and helps them teach the language in the broad context of native and foreign cultures and traditions.

References:

  1. Dialogue of Cultures and Partnership of Civilizations: the 14th International Likhachov Scientific Conference, May 15–20, 2014. St. Peters burg: SPbUHSS, 2014. – 174 p.
  2. Cambridge dictionary. – URL: https://dictionary.cambridge.org/ (date of access: 28.06.2019).
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  7. Тер-Минасова С. Г. Преподавание иностранных языков в современной России: прошлое, настоящее и будущее // Молодой ученый. – 2015. – №15.2. – С. 1-7. – URL: https://moluch.ru/archive/95/20723/ (date of access: 27.06.2019).
  8. The official site of Houghton College. – URL: https://www.houghton.edu/ (date of access: 25.06.2019).