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European Researcher, 2013 , Vol. (42), № 2 -3 508 U DC 378.016 Civic Literacy in the Space of Intercultural Communication Marina V. Mezhova Kemerovo State University of Culture and Arts, Russia 91, Sportivnayastreet, Kemerovo city, Kemerovo region, 650000 PhD (Culturology) E -mail: [email protected] Ab stract. The article carries out a corresponding of the concept "civic literacy" and the concept "intercultural communication".Civic literacy is characterized as a person’s ability to assess political, economic, social and culturological situations and to m ake the relevant decisions both in native culture, and in the conditions of intercultural communication. The main criteriaof civic literacy formation are suggested and the model of interculturalcivic literate person is defined. Keywords: civic literacy; in tercultural communication ; education ; pedagogical conditions ; society. Introduction. Development of any state, formation of civic society and strengthening of a national consent demand of high civic literacy without which base values and principles of society life can't be fully realized. So, for example, base values of the Russian society can be considered: ideology of the education content, main contents of the spiritual and moral development programs and education of young citizens in Russia, forms an d methods of pedagogical interaction of educational system establishments, public organizations, state institutes and socialization institutes. The base values of any national society can be considered: patriotism, social solidarity, civilization, family, health, work and creativity, science, traditional religions, art and literature, nature, mankind [1]. The essence of the civic society is that it unites and expresses, first of all, interests of citizens, their expectations, freedom, inquiries, requirement s, instead of will of ruling elite, the authorities, the states. The government acts only as an entrusted representative. It is possible to specify the most general ideas and the principles of any civic society, without any specification: 1) economic freed om, variety of ownership forms, market relations; 2) recognition and protection of human rights and citizen; 3) legitimacy and democratic character of the authority; 4) equality of all before the law and justice, reliable legal security of the personality; 5) the constitutional state founded on a principle of division and interaction of the authorities; 6) political and ideological pluralism, existence of legal opposition; 7) freedom of opinions, words and mass media, their independence; 8) non- interference of the government to private life of citizens, their mutual duties and responsibilities; 9) effective social policy providing a worthy standard of people’ wellbeing [1]. In new conditions of society development civic education of younger generation is of a special value. So, for example, in the concept of modernization of Russian education it is noted that educated, moral, enterprising people who are in a situation of a choice can independently make crucial decisions, they are necessary for developing soci ety, predicting their possible consequences capable to effective cooperation, different mobility, constructability of the thinking, possessing the developed sense of responsibility for the country [5]. Civic literacy in this essence acts as a key of social competence identity of any modern society. Materials and methods. Thestudy of the pointed issue was developedthrough systemic way of reviewing the existing literature concerning diversity number of curricular and educational programs. The research European Researcher, 2013 , Vol. (42), № 2 -3 509 contai ns a conceptual analysis of advantages, faults and possibilities of the formation of civic literacy in the conditions of intercultural communication in the educational process. The comparative method has been applied to the integrating the term civic liter acy and intercultural communication. Discussion. For the analysis of a civic literacy phenomenon, it is necessary to specify terminological value of a phenomenon of civilization. In humanitarian sciences the idea of civilization is connectedwith politica l assessment. It is an important aspect, but its realization is a step to continuation of the process which initially has an ethical aspect. Adequate representation is generation of cultural factors, which is characterized by genetic concentration of speci fic subjective properties and public values. Civilization in an ethical context represents the unique relations generated by cultural system between citizens. Civilization as set of the ethical principles forming the basis of civil society; need of realiza tion of these principles, follows from internal essence of a phenomenon of civilization – unifications of human society as the purposes and conditions of its life, and designates thereby the law, an order, structure. Civilization is the cultural code of th e specific, symbolically mediated, backbone interhuman relations comprising a set of forms and types, contextually allocated with concrete value [6, 1]. The civic consciousness and behavior are formed in the course of socialization. Moreover, they are deri vative of education which, in turn, depend on a set of factors: a state and society level of development and the dominating economic and political relations, from specifics of functioning social society and institutes, from extent of leading groups influen ce, interrelation with the world community etc. [6, 1]. This article analyzes a phenomenon of civic literacy in the conditions of interrelation with the world community, in the conditions of intercultural communication. The era of globalization and expansi on of intercultural communications demands to society not simply civic competent citizen, but modern civic competent person should own knowledge in the field of the intercultural interaction actually in different spheres of social life. Competent possessio n and operating by knowledge and skills of civic literacy, methods and ways of communication assumes effective dialogue of cultures, possibility of the independent analysis of the intercultural conflicts and a way of their permission at various levels, and application of such knowledge in the field of interpersonal and intergroup contacts in another culture. Inclusion of the various countries in universal processes of internationalization and globalization caused a basic change of educational strategy and l ed to emergence of the new didactic, educational and methodical concepts focused on training of specialists, civic competent and capable effectively to join the international and intercultural interaction. Complexity, multiaspects and interdependence of ci vic literacy problems in intercultural oriented education, defining the practical innovations in pedagogical process, demands new ideas and the approaches, new algorithm of procedures of training and the education realized in the dialogue of cultures and n ew pedagogical technologies. By means of development and introduction of skills and abilities of formation of civic literacy it is possible to provide optimum frictionless interpenetration of national and global, world cultural environments - (cultural int egration) - at level of traditions, foundations, language, cultural and behavioural imperatives. Above -mentioned factors promote the cardinal changes, occurring in social and economic and public life of the countries. New realities of life make high all -ro und demands to the personality, and that is why is the need of statement of new criteria, appropriate to the nowadays life. Unfortunately, it should be noted an insufficient level of development of the civic literacy, responsible civic behavior at younger generation that is shown in lack of an active living position, lack of skills and background knowledge for ensuring effective communication in intercultural space. In this situation there is a need of preparation of civic competent young generation capable to formation of the opinion, to the analysis of occurring events in the world (cultural, political), reasonable judgments not only within the native culture, but also at level of the intercultural communication which orientation in the modern world gains character of a creative directions. European Researcher, 2013 , Vol. (42), № 2 -3 510 Lack of civic literacy of the youth finds the increased value as it can lead to loss of accurate social reference points, a personal initiative and responsibility [3]. Experience of the last decades convincingly proves t hat those states which pay special attention to formation of civil literacy of the youth achieve political and economic successes.

Respectively, to achieve such educational effect is possible only in the frame of its purposeful formation. On this backgroun d the interest to civic literacy increases as a social pedagogical phenomenon. Results. Working out the main proposals. In these conditions it is necessary to organize updating of the contents, forms and methods of formation of the civic literacy, adequ ate to modern social and pedagogical realities. For formation of positive understanding of civic literacy, it is allowed to put one of the pedagogical purposes. Thus, for increase of civic literacy level of the youth here must be the implementation of the following purpose – formation of such qualities as ability to respect another's opinion, to form the opinion on other culture, to perceive another's culture, to protect own views, ability to avoid conflicts, not to be mistaken in a moral choice, ability to be guided and operate with complete understanding of responsibility for the decisions and actions. On the basis of the analysis of psychology -pedagogical literature, methodical literature and modern requirements to formation of civic literacy of younger generation it is possible to allocate the following faults: - insufficient attention to this problem from the theory and practice of civic education (though the requirements shown by society to formation of civic literacy of the youth in new social economi c and political conditions increased) - complexity of creation of pedagogical conditions for the real process of its formation - a small amount, both courses (curricular), and hours on the intercultural communication, allowing to receive a certain knowled ge of different cultures - absence of integration of actions (courses), directed on formation of civic literacy in the general educational process [6]. The listed reasons, certainly, point a problem of formation of civic literacy. The solution of these fau lts will allow to consider civic literacy as a part of social competence of the personality and to act as the integrative quality defining full value of occurrence of the person in various relations both in native, and in another culture. At any step of ed ucation such elements which would promote development and realization of effective formation of civic literacy should be included, and also would define and carried out the complete package of measures, the pedagogical technologies of formation of civic li teracy directed on introduction in the conditions of intercultural communication. First of all, they can be: - creation of organizational and pedagogical conditions of development of civic literacy; - inclusion of cultural relevant information and ways o f its processing in a mode of intercultural comparison in studies on practice foreign languages and not language disciplines; - acquaintance with ways of practical application of civic literacy skills in intercultural communication; - carrying out actions, the special courses (curricular) stimulating formation of civic literacy [4]. Practical results. From this point of view it is may be considered to define criteria and levels of a readiness of civic literacy, and also to develop model of civic literate students in the conditions of intercultural communication. So, for example, it is possible to carry out the methods and forms of formation of civic literacy: dialogues, discussions, imitating exercises, training situations, business games, promotion actions, on -linelectures in any foreign language, video -lessons containing cultural information about other country, the basis of which are the features of construction, initial condition and logic of formation of civic literacy. The main criteria of the civic com petent personality are: a personal dynamic position, multidimensional tolerance, an orientation on dialogue, empathy, a reflection, recognition of plurality and equality of cultures, political literacy (not only within the country), but also others includi ng, high political culture, ability to estimate the public phenomena from universal and class European Researcher, 2013 , Vol. (42), № 2 -3 511 positions, possession of the universal valuable relation to global problems, individuals, to the phenomena of public life and consciousness. Proceeding from the a foresaid, we make an attempt to create a model of the civic competent student: a civic competent student is moral, active, hardworking, socially and creatively active, owns high political culture, political literacy, has ability of experience of the highes t civic feelings, has profound knowledge about other cultures and ability of an adequate tolerant assessment of occurring events in the world, ability to understanding of other cultures, the positive relation to it, judgments of its realities, morals, valu es, political foundations, and also is able to function effectively in the conditions of other linguacultural environment. Summing up the main idea. The purposes of formation of civic literacy are realized in complete pedagogical process taking into account age and features of the students. In the modern world all atmosphere of public and private life of people is saturated a large quantity of various information, inconsistent installations, assessments,valuable orientations. In these conditions the teacher must possess special knowledge of features of student's perception of information, consciousness and judgment of the facts and events. All subjects of educational process have civic educational character. Natural and mathematical disciplines have today the problems of global policy; subjects of political and humanitarian cycles open a picture of naturally developing human society passing from one civilization to another; subjects of an art and esthetic cycle connect art with policy, such art generalization of political life forms the spiritual valuable and political relation to the reality phenomena. Studying the literature, being trained the students learn the esthetic phenomena of life, artistic images of heroes which become ideal for them. In this context, it must be not only in the context of the native country, but also in foreign culture (foreign history, foreign literature). I.e. the task of the teacher is to find such mechanisms of training which would be directed on formation of civic competent perso n ready to intercultural dialogue. Teachers should give special attention both to the formed relations and the opinions, occurring in a family of the student. Quite often, some students, receiving in educational institution the knowledge of civic literacy, an assessment of political events, an assessment about occurring situations in the world, face in a family the indifferent relation to tragic events in the country, with petty -bourgeois views, apolitical statements, with selfish way of family life. Thus, it is obviously possible to draw a conclusion that the role of the teacher of any step of education in the course of formation of civi с literacy is of great value. Practically all disciplines should include such elements of training which will promote form ation of civic literacy for the modern person capable to communication in global society. Conclusion. As civic society isn't a simply set of certain citizens, so a civic literacy can't be especially of anindividual quality. To be civic competent and activ e, it is necessary, that the educational system should give the chanceto behave in this way: «Skills of effective participation in public life can't develop, if there is no opportunity for participation» [2]. Thus, the analysis of research results, allows to note that formation of civic literacy is inseparable from all educational process. Competent and successful application of pedagogical technologies positively influences formation of civic literacy of the students ready to lead dialogue of cultures and possessing sufficient knowledge, abilities, competences and personal characteristics for productive intercultural communication. References :

1. Bozhovich L.I. The problems of person’s formation. Moscow -Voronezh, 1995.352 p. 2. Ivanova S.U. A question about ethnical interaction / S.U. Ivanova // North Caucasus in the conditions of globalization. Rostov- on-Don, 2001. P. 140 -144. 3. Lapshin A.G. International partnership in the humanitarian education: prospect sof cross- culturallitera cy // Cross-culture dialogue: comparative researches in pedagogy and psychology.

Vladimir, 1999. P. 45 –50. 4. MarkovinaI. U. Influence of national specificoflanguageon the process of intercultural communication// Speech communication: problems and prospects. М oscow, 1983. P. 187-212. European Researcher, 2013 , Vol. (42), № 2 -3 512 5. About concepti on of Russian education modern ization[Electronicresource]. – Accessmode: http://www.edu.ru/db/mo/Data/d_02/393.html (last accessed date 02.02.2013). 6. Rozka V . Methodical studies with pedagogical staff. Civiceducationandtraining. М oscow, 2007. 112 p. УДК 378.016 Гражданская грамотность в пространстве межкультурной коммуникации Марина В. Межова Кемеровский государственный университет культуры и искусств, Р оссия Спортивная, 91, Кемерово, Кемеровская обл., 650000 Кандидат культурологии, доцент Аннотация. Статья рассматривает соотношение понятия «гражданская грамотность» с понятием «межкультурная коммуникация». Гражданская грамотность характеризуется, как спо собность человека оценивать политическую, экономическую, социальную и культурологическую ситуации, принимать соответствующие решения, проявлять инициативность, оценивать и измерять полученную информацию, как в пространстве своей культуры, так и в условиях межкультурной коммуникации. Предлагаются основные критерии формирования гражданской грамотности и определяется модель граждански грамотного человека в межкультурном пространстве. Ключевые слова: гражданская грамотность; межкультурная коммуникация; образование; педагогические условия; общество. Copyright of European Researcher is the property of European Researcher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission.

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