3. Friedenberg J., Bradley C. Communication skills for the adult ESL student: a microcounseling approach / J. Friedenberg, C. Bradley // TESOL Quarterly. 1981. 10(3). P. 299-304.

4.Hasselgreen A. et КХ. BОЫРОЧ “CКЧ DШ” ЩЫШУОМЭ. / A. Hasselgreen et

al. Council of Europe Publishing. Graz, Austria, 2003. 96 p.

5. Miller Th. АСКЭ ЬСШЮХН МШХХОРО EЧРХТЬС ЛО … Нoing? / Th. Miller // College English. 2006. 69(2). P. 55-150.

37.014 – 81.272

W. Theis

Linz, Austria

EDUCATION IS NOT JUST A SIMPLE GOOD

In the recent past education has been transformed from a virtual good of value to a consumer good, which is seen under a pure economical aspect. The value is not measured in what it brings to the individual being, it is merely seen as to what it can contribute to the current economic situation of a country. Managerial categories are applied onto all kinds of education and sciences, no matter what the real differences and scientific methods among them are.

Key words: education, a standardized form, Bologna Process, testing methods, the knowledge of foreign languages, Programme for International Student Assessment, economic interests.

Non vitae, sed PISA discimus1

TШНКв ЭСО ЭОЫЦ “ОНЮМКЭТШЧ” ТЬ ЦКТЧХв ЮЬОН ТЧ К ЪЮКЧЭТЭКЭТЯО аКв. VКЫТШЮЬ possibilities of testing the untestable – ЫОЬЩОМЭТЯОХв МКХХОН “ОНЮМКЭТШЧ” – have

been developed, with the notorious PISA (Programme for International Student Assessment) test being the most famous one. They try to measure in a standardized form the educational level of school children at a certain age in various countries, based on the ideas of an international organization called OECD (Organisation for Economic Co-operation and Development). When the ranking of the countries is published, the various ministers responsible for education start

lamenting why they are not in the first place in the ranking and they start searching for faults in their cШЮЧЭЫв’Ь ОНЮМКЭТШЧКХ ЬвЬЭОЦ. TСТЬ ЩЫШМОНЮЫО ТЬ ЯОЫв ЬТЦi-

lar in each country and the various reactions do not differ from each other. The ranking inspires a competition among the different secondary school education systems and might lead to a common standardized global education system one

1 AХЭОЫЧКЭТШЧ ШП ЭСО LКЭТЧ ЩСЫКЬО “NШЧ ЯТЭКО, ЬОН ЬМСШХКО НТЬМТЦЮЬ” (Seneca, epistulae morales

ad Lucilium, 106, 11-12), in which the philosophy schools of Roma were criticized. The

МСКЧРОН ЯОЫЬТШЧ “NШЧ ЬМСШХКО, ЬОН ЯТЭКО НТЬМТЦЮЬ“ ТЬ ЛОЭЭОЫ ФЧШаЧ, ТЧ ШЫНОЫ ЭШ НОЦШЧЬЭЫКЭО that stuff that is learned at school should prepare the students for their future life.

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day. In Europe, the introduction of the so called Bologna Process has triggered off such an unification process at university level, but so far it has lead to nothing but a gigantic monster of administration, which nutrifies itself out of the funding, which would be better used for its initial purpose: the financing of scientific and scholarly discoveries and the staff working on them.

The education systems of the different countries are under pressure by these standardized testing methods, their students are not tested of what they really know and what they have been educated for, they are tested of their knowledge of some basic competences [8, p. 39]. However, PISA e.g. does not ask about the knowledge of foreign languages nor does it test the creativity in arts, it simply retrieves the basic mathematical and nature-scientific competences of 15 year old teenagers, who probably are not even interested in filling out the quantitative standardized forms provided by the PISA organization; it simply demands competences in exact sciences, which have been made measureable in a quantitative way [8, p. 37; 7, p. 74]. PISA has achieved something, which has not been achieved anywhere else in science and education: it has made the unmeasurable measurable. Various attempts have been made in sciences, scientometrics being the most famous one, but all have failed in their practicability and acceptance among the scientific community. That leads to the question if knowledge is really measurable in scientific ways.

The Triumph of Semi Knowledge

TШНКв’Ь МШЧМОЩЭ ШП ФЧШаХОНРО ТЬ ЛКЬОН ШЧ ЭСО ТНОК ЭСКЭ ЭСО СЮЦКЧ ЛОТЧР is aware of its uniqueness and the recognition of the possibility to achieve nearly every goal that it has set for itself. Of course these goals change within the course of life, but the human being has the ability to realize that its aims are not God-given and an unchangeable destiny, but can be alternated only by itself and

education is part of this process of self-awareness, as the human being has the ability - and should also have the courage - ЭШ ЮЬО ШЧО’Ь ШаЧ ЦТЧН Д5, Щ. 31Ж.

So when come to think about that, knowledge and education go hand in hand. In the dark shadows, which these two gigantic terms throw behind them, the dwarfs and trolls of semi knowledge and half education follow very closely and they offer bandwagon jumpers a wide platform of self-production. Together with the money grabbers of the culture industry [2, p. 128], half education is portrayed in the media nearly every single day. Mediocre quiz shows provide the chance to give superficial answers to superficial questions, knowledge is reduced to a simple warehouse like storage of information, which can be called upon the plate when needed for a few seconds in order to shine in a bright spotlight [7, p. 13]. In schools teachers have to compete with these shows in order to create an atmosphere of interest in their classes, otherwise they are standing as lost cases and none of their students will follow their words and explanations closely [10, p. 174]. In other words, thanks to the mass media and its tight interweavement with the culture industry, the level of education has to be lowered

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in schools, so that the students can actually follow of what is going on in the world around them without questioning the background of it, or even think

about further information sources.

TСТЬ ТЬ аСКЭ TСОШНШЫ AНШЫЧШ МКХХЬ “ЬШМТКХТгОН ЬОЦТ ФЧШаХОНРО Д…Ж, ЭСО ШЦЧТЩЫОЬОЧМО ШП ЭСО КХТОЧКЭОН ЬЩТЫТЭ” Д1, Щ. 66Ж. IЭ НШОЬ ЧШЭ КЧЭОМОНО ОНucation, it

is following closely behind [Ibid]. In the shadow of knowledge it is easy to score with the knowing of single sentence quotas and citations of notable dicta to make oneself popular that way. Desultory sentences are thrown around and shallow phrases count more than the profound familiarity with a topic or even a

whole subject. But that is not really surprising, when we take into consideration

ЭСКЭ ЭСЫШЮРС ЭСО ЫКЧФТЧР ЦКЧТК ЭСО ОНЮМКЭТШЧ ЬвЬЭОЦЬ СКЯО ЭШ “ЩЫШНЮМО” РЫКНu- ates, who know how to answer questions of basic competences in order to achieve higher ranking points for the country, but enhanced and broader

knowledge, the basis of personal or even scientific progress, is not valued at all.

TСО ТЧЭЫШНЮМЭТШЧ ШП “UЧТЯОЫЬТЭТОЬ ШП AЩЩХТОН SМТОЧМО” (FКchhochschulen) in Central Europe in the mid 1990ies is a clear sign of the times. They were not destined to give the students an education following the idea of an universitas

litterarum (collectivity of all sciences), as it was the original idea of an universi-

Эв КЧН аСТМС аШЮХН КХЬШ УЮЬЭТПв ЭСО ЮЬКРО ШП ЭСО ЧКЦО “ЮЧТЯОЫЬТЭв”, ЭСОв аОЫО

intended to provide the economy with one track specialists only. The English

КЩЩОХХКЭТШЧ КХЬШ ЬЮРРОЬЭЬ, ЭСКЭ “ЫОКХ” ЮЧТЯОЫЬТЭТОЬ аШЮХН СКЯО ЧШЭСТЧР ЭШ НШ аТЭС applied research or science at all, only with fundamental research or they would be some kind of ivory tower, far, far away from reality. The idea of an entirety of knowledge was lead ad absurdum that way and semi knowledge in the service of economic interests finally triumphed.

Education is just not a simple Good

Economic interests have always tried to influence the education systems

ТЧ ШЫНОЫ ЭШ “ЩЫШНЮМО” КЧ ШЮЭМШЦО ШП РЫКНЮКЭОЬ, аСШ аТХХ ЩЫШЯТНО ЭСОТЫ ХКЛШЮЫ ПШЫ economy. That is a good reason – ПЫШЦ ЭСО ОМШЧШЦв’Ь ЩШТЧt of view. But the

human being is not identical with an economic being. The human being also has other interests and this alone justifies the existence of such disciplines like philosophy, linguistics, arts or other fringe subjects, which take the grey colour out of the daily routine and provide the human being with mental nutrition, far away from sole numbers and profit charts. But these scholarly fields also need a fertile soil to be able to develop themselves. If the chance for development is not provided, then they die and remain dead subjects. Only with a broad education it is possible to provide this breeding ground for the future. Therefore the individual curricula should also take care of bringing in related fringe subjects into them,

and this should also be thought about in a sustainable matter.

OЬФКЫ NОРЭ ЩЮЭЬ ТЭ ЭСКЭ аКв: “EНЮМКЭТШЧ ТЬ К аКв ШП аКЫОСШЮЬО ЬЭШЫКРО Д…Ж аСТМС МКЧ ЧШЭ ЛО ЬЮЛЬЭТЭЮЭОН Лв JЮЬЭ IЧ TТЦО ЩЫШНЮМЭТШЧ” Д9, Щ. 31Ж, КЧН: “TШНКв ЩЫШРЫОЬЬ НОКХЬ ЦКТЧХв аТЭС ЩЫШЛХОЦЬ ШП ЭСО ЩКЬЭ КЧН Сandle them and

246

education is merely like a warehouse storage in qualitative sense. Not in a ham-

ЬЭОЫ аКв, ЭШ ЩЫШЭОМЭ ЭСО ЬЭШМФ КРКТЧЬЭ МШЦЩОЭТЭТШЧ. IЭ’Ь ЦШЫО ХТФО ЛЮТХНТЧР ЮЩ К

stock in a way of intentional acquirement: to internalise thoughts, terms, views,

ЬвЦЛШХЬ, аСТМС вШЮ МКЧ’Э ЮЬО ЫТРСЭ КаКв, ЛЮЭ МКЧ ЛО НОМТЬТЯО ТЧ МОЫЭКТЧ ЬТЭЮa- tions of life. This setting up of intellectual warehouses, which are a matter of course for the inner lead human, contradicts the current dominating ideology of emptying warehouses cost effectively out of economical reasons. But Just In

Time production does not really save costs, it just shifts these costs when the

ОЧЭТЫО ЬЭШМФ ШП РШШНЬ ТЬ ЭЫКЧЬЩШЫЭОН ШЧ ЭСО ЬЭЫООЭЬ. Д…Ж ЭСТЬ ЦОЧЭКХТЭв ЩОЧОЭЫКЭОЬ

more and more the education institutions, as if the imminent application of

ФЧШаХОНРО аШЮХН ЫОКХХв МШЧЭЫТЛЮЭО ЬШЦОЭСТЧР ЭШ МСКЫКМЭОЫ ПШЫЦКЭТШЧ. Д…Ж аО МКЧ ХОКЫЧ К ХШЭ ПЫШЦ HЮЦЛШХНЭ ЬЭТХХ” Д9, Щ. 75Ж.

Bibliography

1.Adorno Th. Gesellschaftstheorie und Kulturkritik / Th. Adorno. Suhrkamp Verlag, Frankfurt am Main, 1975. 178 p.

2.Adorno Th. et al. Dialektik der Aufklärung, Philosophische Fragmente / Adorno Th. et al. Fischer Verlag, Frankfurt am Main, 2011. 288 S.

3.Bourdieu P. Wie die Kultur zum Bauern Kommt / P. Bourdieu.

VSA Verlag, Hamburg, 2006. – 314 S.

4.Hofmann J. АОХМСО BОНОЮЭЮЧР СКЭ НКЬ HЮЦЛШХНЭ’ЬМСО EЫЛО ПüЫ unsere Zeit? / P.Bourdieu // Veranstaltung der Humboldt Gesellschaft, Berlin. 08.01.2010. URL: http://www.humboldtgesellschaft.de/inhalt.php?name=humboldt

5.Kant I. Beantwortung der Frage: Was ist Aufklärung? / I. Kant // Abhandlungen nach 1781, Akademie Ausgabe, Walter de Gryter Verlag, Berlin,

1923. URL: http://www.korpora.org/Kant/aa08/033.html

6.KОЫЧ H. HЮЦЛШХНЭ’ЬМСОЬ BТХНЮЧРЬТНОКХ ЮЧН СОЮЭТРО КФКНОЦТЬМСО /

H.Kern // Bildung, Gastrede anlässlich des 1st Empa Symposion für PhD Students. Düsseldorf. 10.10.2005. URL: http://www.empa.ch/plugin/template/empa/*/46194/---/l=1

7.Lissmann K. Theorie der Unbildung, Die Irrtümer der Wissensgesellschaft / K. Lissmann. Piper Verlag, Munich, 2010. 176 S.

8.Münch R. Globale Eliten, Lokale Autoritäten, Bildung und Wissen-

schaft unter dem Regime von PISA, McKinsey & Co / R. Münch. Edition Suhrkamp, Frankfurt am Main, 2009. – 234 S.

9.Negt O. Kant und Marx – Ein Epochengespräch / Negt O. Steidl Verlag, Göttingen, 2010. – 201 S.

10.Postman N. Wir Amüsieren uns zu Tode, Urteilsbildung im Zeitalter der Unterhaltungsindustrie / N. Postman. Fischer Verlag, Hamburg, 2008. 206 S.

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IV.

372.881.111.1

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248

1)Describe the landscape of Australia using the following words: largest

ТsХКЧН, pШpuХКtТШЧ, РrОКt НОsОrts, ЦКТЧ rТЯОrs, НТППОrОЧt ПrШЦ…

2)Make up a sentence with one of the words:

Desert, plain, mountainous, huge, extensive, ocean, forest, wood, canyon,

coast

3) Listen to the tape script, fill in the gaps and be ready to present the in-

formation to the class.

TСО sОКsШЧs КrО tСО ШtСОr аКв rШuЧН ТЧ AustrКХТК ЛОМКusО … TСКЧФs tШ … AustrКХТК Тs sШЦОtТЦОs МКХХОН tСО LКЧН DШаЧ UЧНОr.

BОМКusО … pОШpХО СКЯО tШ sОЧН К rКНТШ ЦКssКРО tШ tСО flying doctor ser-

250

vice if they become ill.

BОМКusО … , tСО ПОа rТЯОrs pХКв КЧ ТЦpШrtКЧt rШХО ТЧ pОШpХО`s ХТПО. … , sШ ХТПО Тs ЧШt ОКsв ТЧ AustrКХТК.

(

.)

-

:

1) Describe the landscape of Australia using the following words: largest

ТsХКЧН, pШpuХКtТШЧ, РrОКt НОsОrts, ЦКТЧ rТЯОrs, НТППОrОЧt ПrШЦ…The task for the listener is to count how many new words the partner has used.

2) Take one of the pictures, do not look at it, but show it to your partner. The partner has to describe the landscape which is shown. Your task is to guess the landscape of which country is described. You can also ask questions.

3) Listen to the tape script, fill in the gaps then check your partner by

asking questions.

TСО sОКsШЧs КrО tСО ШtСОr аКв rШuЧН ТЧ AustrКХТК ЛОМКusО … TСКЧФs tШ … AustrКХТК Тs sШЦОtТЦОs МКХХОН tСО LКЧН DШаЧ UЧНОr.

BОМКusО … pОШpХО СКЯО tШ sОЧН К rКНТШ massage to the flying doctor ser-

vice if they become ill.

BОМКusО … , tСО ПОа rТЯОrs pХКв КЧ ТЦpШrtКЧt rШХО ТЧ pОШpХО`s ХТПО. … , sШ ХТПО Тs ЧШt ОКsв ТЧ AustrКХТК. (

-

).

-

, As for me…; In my opinion…; I think that…; I believe; To my mind; As far as I know.

251

countries. Advertise the programme. Whose programme and advertisement are

(«What do you mean saying that…?», «Can you prove your point ШП ЯТОа?»); – ,

(«ВШЮ ЬКТН

252

.

.

by B. Sinclaire, I. McGrath, T. Lamb. – Harlow: Longman, 2000. – 138p.

D.V. Agapova, Vinogradov Eh.A.

Murmansk, Russia

DEVELOPING LEARNER’S DISCUSSION SKILLS THROUGH

INTERACTIVE TASKS

253

TСО КЮЭСШЫЬ ЬЮРРОЬЭ ЭСО ЬОЭ ШП НЫТХХЬ КЧН ЭКЬФЬ ЭШ НОЯОХШЩ ЭСО ХОКЫЧОЫЬ’ НТs- cussion skills at the English lessons at upper-secondary school. Communicativeinteractive approach is chosen as the basis for this set of exercises. The authors demonstrate how learners might be involved into interaction and discussion.

Key words: communicative-interactive approach, discussion skill, drills

and tasks.

372.881.111.1

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,

254

255

256

;

. –

–

.

.

PКЭ”.

.

–.

,.

257

:

- GШШН ЦШrЧТЧР, pupТХs. TШНКв аО’ХХ get acquainted with a nice boy and read a very interesting story about his adventures. The aim of our lesson is to read understand the new text, to learn the new words and discuss with each other.

I.

Pupils, open your books at page 21 and look at new words.(

)

Now, open page 4 and look at the pictures. What do you think, who is the main character of this story?

Read the title of the story. Where will the boy go to? Who lives there? What do they do?

II.

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3)Tell three-four words to describe the boy/his uncle/his aunt.

4)Find the correct answer in the text. Was Wishing Well Farm easy to

find?

5)Is it true or false? Uncle and Aunt Pat live in a big city.(give the correct sentence)

6)Give the title to Chapter 1.

7)Find irregular verbs in this Chapter.

8)GuОss аСКt’ХХ СКppОЧ ХКtОr.

III.

2. Listen and answer the following questions:

a)When did the boy go to his Uncle and Aunt?

b)What are the names of his Uncle and Aunt?

c)Where did they live?

d)Was it easy or difficult to find their Farm?

e)Were Uncle and Aunt Pat glad to see the boy?

f)What animals did they have?

g)Did the boy like the farm?

h)What problem had Uncle and Aunt Pat?

3.Write down the plan of the Chapter.

4.Tell the story as if you are a boy.

5.Write the letter from the boy to his parents.

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