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problem and the range of possible solutions require us to consider the… institutions of the society.”

Text 5.

Social and historical forces are currently imposing constraints on the career opportunities of many college students. Shifts in the age structure of the population are reshaping the social, economic and political landscape. The graying of American society is posing particularly thorny problems in the workplace as younger and middle-aged workers jockey for advancement. A nearly 60% increase in the number of 35-to 44-year-olds will occur in the decade between 1985 and 1995. Consequently while many people will be in line for promotions, there will be fewer open slots than there will be people hoping to fill them. Complicating matters, service industries – where most new jobs are found – often have few midlevel jobs, making it tough to advance. There is, however, a bright spot: more young people are now earning college degrees and will enjoy high incomes. But for youths who do not attend college the future is bleak: between 1974 and 1986 the percentage of non- college-bound high school graduates who were working full-time one to two years after graduation fell from 73% to 49%. There are other disturbing trends. Although 90% of young adults aged 25 through 34 consider home ownership a high personal priority, their ability to own a home is steadily decreasing ( falling from nearly 55 percent in 1978 to about 45 percent in 1987) . And many baby boomers are reporting financial hardships their parents never faced. The job frustrations of many younger Americans must therefore be understood within the context of the structural factors operating in the larger society and the workplace.

Text 6.

Applying sociological knowledge.

Some scientists contended that sociologists should not consider their sole mission to be the development of abstract knowledge; they must also look at the structure of society and find ways in which human conditions can be improved and human freedom expanded. Many of the founders of sociology, including August Comte, Karl Marx and Lester Ward hoped that the study of society would contribute to a more humane social order. Indeed, to call attention to some facts, however true, is to challenge moral or political views that ignore or distort them. So social science often becomes a kind of social criticism.

Many sociologists are attracted to sociology because they would like to improve our world, to allow us to lead fuller, richer and more fruitful lives. To do this, they need knowledge about the basic structures and processes of social life. Sociology can play a vital part in this enterprise by undertaking a search for the most effective ways to achieve particular ends. Knowledge must inform action. Morley made a similar point at the turn of the century when he observed: “ It is not enough to want to do good. One must do it the right way.” Sociology provides a method of inquiry that enables us to probe the social world. For example, many governmental health, education, housing and welfare programs depend on the collection of census and other statistical data based on sample, survey and statistical techniques developed by sociologists.

Sociology allows us to be systematic in collecting information that bears on difficult questions associated with various social practices and choices. For instance, the U.S. Supreme Court relied on social science finding regarding the effects of segregation on children in historic 1954 decision declaring mandatory school segregation unconstitutional. Similarly, research on the nursery school experiences of children was influential in leading government officials to establish the Head Start program in 1965. the purpose of Head Start is to provide preschool educational opportunities for economically disadvantaged children so that they may become financially independent adults. Later, sociologists and

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other social scientists design studies to discover whether or not Head Start was achieving its goals.

Text 7.

Social science research has dramatically changed our ideas about crime, aging, alcoholism, mental illness, foreigners, foreign cultures and differences between men and women. The social sciences have debunked a good many myths. A particularly notable achievement was G.Myrdal’s 1944 landmark study “ An American Dilemma”. The Swedish sociologist documented how blacks were victimized by racism and discrimination. The report made a significant contribution toward changing American racial attitudes and practices. Because of sociological research Americans today have a quite different view of human behavior and social institutions than did their parents only a generation ago.

Text 8.

Sociology can be a powerful tool both for acquiring knowledge about ourselves and for intervening in social affairs to achieve various goals. But a better understanding of social processes does not guarantee that our knowledge will be put to use in the formation of better social policies. What the sociological imagination promises is not easy to deliver. Knowledge can contribute to the improvement of the human condition only if it is used. Sociology is not a storehouse of facts and formulas to be applied mechanically to social problems but a way of looking at the human condition realistically. Sociological knowledge is everyone’s property and responsibility – a set of tools not just for those with power but also for those over whom power is exercised .

Text 9.

Research with men’s and women’s basketball teams at Cornell University points to a similar conclusion. Players took shots from a fixed distance. The shooter and an observer were allowed either to bet a nickel on the next shot or to raise the bet to dime. The players and observers tended to raise their bets after successful shots, hoping to take advantage of the “hot hand” phenomenon. Yet researchers could find no correlation between the dime bets and the shots that followed. Admittedly these findings run contrary to common sense. It often seems to us that we are scoring because we are hot. In truth, however, we may fell hot because we are scoring.

Sociology and other sciences have taken us a long way beyond what is revealed by common sense. Common sense may apply under some circumstances, but it may also be wrong. Indeed, many other of our commonsense beliefs are myths.

Text 10.

Myth: Saturation bombing, such as that conducted against Japanese and Germans during World War II, contributes to social disruption and leads to panic and societal disintegration.

Fact: Carpet bombing of civilian centers during World War II increased rather than diminished civilian morale and resistance by inducing a high degree of social bombing.

Myth: There is safety in numbers. You are more likely to receive help in an emergency if there is a large crowd of people about.

Fact: You are more likely to receive help if only one other bystander is present. When many people are present both the obligation to assist and the potential blame for not helping are spread around. A ‘surplus” of helpers diffuses an individual’s sense of responsibility.

Myth: When the moon is full, there is a sharp increase in crime, suicide, alcoholism and murder.

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Fact: Data from thirty-seven studies reveal no relationship between the full moon and human behavior. The full moon does not make any difference in people’s daily life. However, social factors play a major part in deviance.

Myth: Most poor people prefer to live off government welfare.

Fact: In recent years only about one-third of poor families received public assistance payments; 43% lived in publicly owned housing or received government rent subsidies.

Text 11.

You should not be surprised that the subject matter of sociology is everywhere around you. Should you conclude, therefore, that sociology is simply common sense dressed in new jargon? One problem with common-sense explanations is

that we usually invoke them after we know the facts. Social scientists find that our recollection of the outcomes we expect from some experiment or historical situation is instantly distorted once we know that actually happened. For instance, when we make predictions about future political events we later mistakenly remember them as coinciding with what we now know happened.

Nor do we have much difficulty turning to a stockpile of ancient proverbs. Since nearly every possible outcome is conceivable, there are proverbs for virtually all occasions. But reflect. Does “Absence make the heart grow fonder” – or is it the reverse, “Out of sight, out of mind”? Do “Opposites attract” – or do “Birds of a feather flock together?” Or is it “Pennywise, pound foolish” – or “A penny saved is a penny earned”?Out of sight, out of mind”? Do “Opposites attract” – or do “Birds of a feather flock together?” Or is it “Pennywise, pound foolish” – or “A penny saved is a penny earned”?Out of sight, out of mind”? Do “Opposites attract” – or do “Birds of a feather flock together?” Or is it “Pennywise, pound foolish” – or “A penny saved is a penny earned”?

Text 12.

Homeless people. In cities across the country, people wearing tattered clothing and carrying bags of their belongings can be seen sleeping in train stations, bus terminals even on the sidewalk. They live through the winter on handouts of food and money begged from passersby.

The increasing visibility of the homeless serves as s disturbing reminder that some people in our society are considerably worse of than others. At the very bottom of the American social ladder, even more destitute than the inhabitants of shabby slum dwellings are these people whose wordly goods fill a few shopping bags, who lack even the most rudimentary shelter. Social workers who investigate the circumstances of homeless people, however, usually find that these people once were better off, but some unexpected misfortune led to their losing their homes. For example, an apartment building is sold to a developer for renovation and its poor tenants are evicted. A breadwinner loses his or her job because of a plant closing or a protracted illness. A woman leaves an abusive husband but cannot afford an apartment on her own. What ever the precipitating event, the result is the same: a person , a couple, a mother and her children or an entire family living in an encampment on the street. Having fallen from a higher rung on the social ladder, many of the homeless are unable to regain their position.

A lack of resources and opportunities characterizes those at the bottom level of our society: conversely, an abundance of resources and opportunities characterizes those at the top. This structured ranking of people in a hierarchy is the essence of stratification, which refers to the division of a society into layers (or strata) of people who have unequal amounts of scarce but desirable resources, life chances and social influence. Stratification refers also to inequality among categories of people; for instance, people with similar levels of education, in similar occupations, or possessing similar access to power may occupy the same rung of social ladder. These inequalities are built into the social structure and may

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persist from generation to generation. Social stratification does not occur by chance; it is a systematic arrangement that serves the interests of some people above the interests of others. As we see societies differ in their degree of social mobility – in the opportunities available for individuals to move up or down the stratification hierarchy by their own efforts.

Text 13.

Our personal troubles and public issues overlap and interpenetrate to form the larger structure of social life. This insight can be extended by distinguishing between the “micro” or small-scale, aspects of the social enterprise and the ‘macro’, or large-scale, structural components. If we follow the first approach we look at behavior close-up and see what happens as people interact on a face-to- face basis. We term this level microsociology – (micro - meaning “small” as in the word “microscope’). Microsociology involves the detailed study of what people say, do and think moment by moment as they go about their daily lives. (500 signs)

Text 14.

Alternatively, we can turn our sociological eye upon the “big picture” and study social groups and societies. When we view life at this level each person is simply one dot among many dots that compose a larger picture, much in the manner of dots on a television screen. This approach is termed macrosociology (macro – meaning ‘large”). Macrosociology focuses upon large-scale, and long-term social processes, including the “state”, “class”, “family”, “economy”, “culture” and “society”.At this level we direct our attention to the interplay between economic and political processes in a society, changes in the structure of a religious sect, the impact of computer technologies on the workforce, shifts in the racial and ethnic composition of a community and the dynamics of intergroup rivalries. (600 signs)

Text 15.

Auguste Comte.

Auguste Comte (1798 – 1857) is commonly credited with having coined the name “sociology” to describe the study of society. His main focus was the improvement of society. If we are to improve society, Comte reasoned, we need a special science to establish the laws of social life. On the basis of these laws we could then prescribe cures for social ills. Since he believed that science is the foundation of all knowledge, Comte emphasized that the study of society must be scientific. So he urged sociologists to use systematic observation, experimentation, and comparative-historical analysis as methods.

Comte divided the study of society into social statics and social dynamics. Social statics involves those aspects of social life that have to do with order and stability and that allow societies to hold together and endure. Social dynamics refers to those aspects of social life that have to do with social change and institutional development. He thought that social order depended on the existence of a community of ideas – a consensus – shared by the members of a society. And he took an optimistic view of historical development, believing it resulted in long-term progress. Although the specifics of his work no longer govern contemporary sociology, Comte exerted enormous influence on the thinking of other sociologists, particularly Harriet Martineau, Herbert Spencer, and Emile Durkheim.

Text 16.

While Comte was providing the theoretical groundings for the new science, the English sociologist Harriet Martineau (1802 – 1876) was advancing the frontiers of sociology through her careful observations of social behavior and her penetrating insights into them. The first book on the methodology of social research was “How to Observe Manners and

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Morals, published in 1838. She also undertook a comparative study of the stratification systems of the United States a d Europe. In “Society in America” – the product of a twoyear visit to the U.S. – Mantineua described the similarities and differences between the American nation and the more rigidly stratified countries of Europe and traces the ways the young country’s institutions were shaped by moral themes.

6.1.СОДЕРЖАНИЕ ЗАЧЕТА :

•тесты и контрольные работы, опрос тем, как общих так и связанных со специальностью.

•Двукратное прослушивание текста на общие или страноведческие темы (800 зн.).

•Выполнение теста или письменное изложение прослушанного.

•Чтение, ответы на вопросы, пересказ текста по тематике University, Faculty, My speciality.

•устное изложение любой пройденной темы (общей или специальной).

6.2.СОДЕРЖАНИЕ ЭКЗАМЕНА:

•Сделать письменный перевод со словарем с английского языка текста по специальности объемом 1800 печ. зн. за 60 мин.

•Прослушать 2 раза текст на бытовую или страноведческую тему и передать его содержание на английском языке или сделать тест на контроль понимания.

•Прочитать и передать содержание на английском языке текста по специальности объемом 2-3 стр. за 30-40 мин.

•Передать на английском языке содержание русского текста по специальности или научно-популярной статьи по социологии. Объем - 800 -1000 зн. За 10-15 мин.

•5.Беседа по темам, связанным со специальностью. («Университет и факультет», «Социология как наука», «История социологии», «Методы социологического исследования», «Составные части социологии», «Социальная психология»).

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КУЛЬТУРОЛОГИЯ

Автор-составитель к.ф.н., доцент кафедры регионоведения и социальной экономики Иркутского государственного университета М.В. Комарова 1. ЦЕЛИ И ЗАДАЧИ ДИСЦИПЛИНЫ

Цель дисциплины – ориентировать будущих специалистов на творческое освоение ценностей мировой культуры, сформировать навыки оценки культурных процессов и явлений; развивать у студентов гуманное отношение к окружающему миру и другим людям, уважение к ценностям культур разных региональных, этнических, конфессиональных, возрастных и иных социальных групп.

Задачи дисциплины:

•раскрыть специфику объекта и предмета культурологии, ее место и роль в системе гуманитарного знания;

•дать наиболее целостное и систематическое представление о сущности, структуре и механизмах функционирования культуры;

•сформировать представления об основных культурологических школах, направлениях, и теориях;

•показать место и роль культуры России в системе мировой цивилизации;

•сформировать представления об основных проблемах и тенденциях развития современной культуры;

•развить у студента навыки социокультурной ориентации, оценки явлений культуры прошлого и настоящего, активного освоения культурного наследия;

•развить у студента способность к диалогу с чужими культурами.

2.ТРЕБОВАНИЯ К УРОВНЮ ОСВОЕНИЯ СОДЕРЖАНИЯ ДИСЦИПЛИНЫ

Врезультате усвоения курса студенты должны:

•иметь представление о сущности, формах и динамике культуры;

•понимать место культурологии в ряду других гуманитарных дисциплин;

•знать исторические и региональные типы культур, уметь анализировать их основные особенности;

•уяснить место и роль межкультурных коммуникаций в истории культуры, их особенности на современном этапе;

•бережно относится к памятникам культуры.

3. ОБЪЕМ ДИСЦИПЛИНЫ И ВИДЫ УЧЕБНОЙ РАБОТЫ

4. СОДЕРЖАНИЕ ДИСЦИПЛИНЫ

4.1.РАЗДЕЛЫ ДИСЦИПЛИНЫ И ВИДЫ УЧЕБНЫХ ЗАНЯТИЙ

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предопределения. Проблема "свободы воли". Реформация и гуманизм. Контрреформация. Формирование новой картины мира. Новый тип трудовой этики.

Тема 5. Новое время Рационализм и Просвещение. Культурный проект модерна. Научная

революция: эмпиризм и рационализм. Идея европоцентизма. Колониализм. Развитие капитализма (Голландия - Англия). Промышленный переворот. Механистическая картина мира. Абсолютизм. Культурная программа "просвещенного абсолютизма" Универсальный критицизм Просвещения. Культ разума. Идеи прогресса цивилизации и культуры, развитие историзма. Значение принципа воспитания "нового человека". Классицизм в искусстве. Мировое значение Французской революции. Рождение национальной идеи. Романтизм.

Тема 6. Модерн и постмодерн (XIX – XX вв.)

Развитие промышленного капитализма. Проблема "отчуждения" в философских рефлексиях. Либерализм. Расцвет естественных наук. Позитивизм как философия и идеология. Реализм в искусстве. Стиль модерна. Элитарная и массовая культура. Кризис самосознания "Запада" и его отражение в социально-философской мысли. Иррационализм. Декаданс в искусстве. Научно-техническая социокультурная модернизация. Переход на информационные технологии производства и регуляции социальной практики. "Пост" или "анти" модерн. Кризис "метаповествований". Плюрализация жизненных стилей. Децентрализация мировоззрений. Формирование глобальных проблем современности. Поиски новой идентичности в культурах постиндустриального общества.

Тема 7. Специфика отечественной культурыкультуры Византия и ее влияние на формирование русской культуры. Особенности

развития Восточноримской империи. Православная церковь и идея императорской власти. Христологические споры. Имперский мессианизм. Иконоборчество: идейнополитические и философские аспекты противостояния. Исихазма. Историософское значение турецкого завоевания для русского сознания.

Россия между Европой и Азией - в поисках культурной идентичности. Западники, славянофилы, евразийцы о путях развития России.

Социодинамика русской культуры. Раскол" как "архетипическая модель" развития России, катастрофизм, жертвенность и мессианизм.. "Петровский переворот": культурологический анализ.

Православие и русская православная церковь в истории отечественной культуры. Социокультурная и догматическая специфика восточной ветви христианства. Крещение Руси - момент культурно-исторического выбора. Особенности освоения православия различными слоями русского общества. Государство и церковь в истории России. Святые и святость Древней Руси. Раскол как социокультурный конфликт. "Императорский период" в истории Русской церкви. Феномен русской религиозной философии. Русское православие в XX в.: православие и Советская власть, зарубежная православная церковь, православие в современной России.

Самодержавие как феномен русской культуры. Идея "империи" в русской культуре ("Третий Рим" и "Новый Иерусалим": Киев - Владимир - Тверь - Москва, "Град Петра", от III Рима к III Интернационалу). Сакрализация образа монарха в России. Царь и Бог. Харизма власти. Персонализация власти как специфическая черта русской политической культуры.

Русская культура и революции. Изменения социального ландшафта в пореформенной России. Идеи творческого преображения жизни и всеединства в

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русской религиозной философии и большевизме. Феномен русского терроризма. Николай Бердяев об истоках и смысле русского коммунизма

Советская культура и современная Россия. Программа советизации всех сторон жизни общества. Внутренняя и внешняя эмиграция. Пролетарский интернационализм и "советский мессианизм". Массовизация общества. Феномен "культа личности". Великая Отечественная война в истории отечественной культуры. Послевоенные идеологические компании. "Оттепель" и "застой" в советской культуре. Массовая и официальная культуры. Диссидентство и многообразие его течений.

"Перестройка". Идея реставрации "подлинного" социализма. Распад СССР и проблема общего культурного пространства. Проблема национального самоопределения и цивилизационной идентичности. "Новая Россия": империя или национальное государство. Модернизационный рывок в эпоху постмодерна. От деидеологизации к реидеологизации. Поиски "русской идеи".

Специфика современного российского социокультурного пространства. Освоение новых стереотипов и социальных ролей.

5. УЧЕБНО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ ДИСЦИПЛИНЫ

5.1. РЕКОМЕНДУЕМАЯ ЛИТЕРАТУРА

ОСНОВНАЯ Багновская Н.М. Культурология : Учеб. пособие/ Н. М. Багновская; М-во

образования Рос. Федерации, Рос. экон. акад. им. Г.В. Плеханова. -М.: Дашков и К', 2004.

В перспективе культурологии: повседневность, язык, общество/ Фед. агенство по культуре и кинематогр., Рос. ин-т культурологии; Отв. ред. О. К. Румянцев. -М.: Академ. проект: Рос. ин-т культурологии, 2005.

Викторов В.В. Культурология : Учебник/ В. В. Викторов; Финансовая акад. при Правительстве Рос. Федерации. -2-е изд., перераб. и доп. -М.: Экзамен, 2004. Кононенко Б.И. Большой толковый словарь по культурологии/ Б. И. Кононенко. -

М.: Вече 2000: АСТ, 2003.

Кравченко А.И. Культурология : Учеб. пособие для вузов/ А. И. Кравченко. -5-е изд.. -М.: Академ. проект: Трикста, 2003.

Современная религиозная жизнь России: Опыт систематического описания/ Кестонский ин-т Т.1: Православие. Старообрядчество. Духовное христианство. Армянская апостольская церковь. Святая апостольская соборная Ассирийская церковь Востока. Католичество. / Ред. М. Бурдо, С.Б. Филатов. - 2004.

Сорокин П.А. Социальная и культурная динамика : Исследование изменений в больших системах искусства, истины, этики, права и общественных отношений/ П.А. Сорокин; Пер.с англ.В.В.Сапова. -СПб.: Изд-во РХГИ, 2000.

Хрестоматия по культурологии : Учеб. пособие/ Ред. Г. В. Драч. -Ростов н/Д: Феникс, 2004.

Черная Л.А. Культурология: основы теории : Учеб. пособие для вузов по учеб. дисциплине "Культурология" (ГСЭ.Ф.04)/ Л.А. Черная. -М.: Логос, 2003.

ДОПОЛНИТЕЛЬНАЯ Антонян Ю.М. Миф и вечность/ Ю.М. Антонян. - М.: Логос, 2001.

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