Historical and Didactic Definition Analysis of Approaches to the Humanities Role in the Teaching Content Formation: West European Experience
DOI:
https://doi.org/10.31548/philolog2022.02.012Abstract
Abstract. The article is devoted to Philology teachers’ intercultural competence formation. The aim of this article was to review different historical and pedagogical approaches to the understanding of the history of Humanities role in the teaching content choice in modern European research papers as ways of influencing the teaching content Philology teachers’ formation and their intercultural competence. Different understanding of the term “approach” was considered as well as the application of it in Europe. Our research is also based on the idea of uniqueness in the choice of foreign language teaching content and peculiarities of this sphere. The typical choice of the teaching content is teaching in the target language about the country and its habits and traditions. It is multicultural approach. Globalist and antiglobalist approaches to the study of the role of Humanities were briefly defined as contrary. They differ in the description of the history of Humanities, the sources they use as a basis of research, the definition of the notion “Philology” and attitude to comparativism. The authors only agree on the question that subdivision into Humanities and Nature Studies is artificial. Comparison of common and different points of view on the problem in Europe was undertaken. The conclusion was that studying of its role in the history of mankind should be included into content of teaching philologists and chosen for research problems as it can improve the content and quality of teaching. It gives a fine perspective for the professional research formation and future Philology teachers’ intercultural skills.
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