The current research studies the problems connected with interrelation between religiosity and intergroup hostility (or prejudice). We hypothesized and verified the connection between identification with religious group and ethno-national attitudes. Diagnostic methods measuring in-group religious identification, ethno-national attitudes, subjective categories of social consolidation and agreement with patriotic ideologems (by C.W. Leach, E. R. Agadullina, A.V. Lovakov, L. M. Drobizheva, O.E. Khukhlaev, N.V. Tkachenko, I.M. Kuznetsov, V.D. Shapiro) were used on the sample of 1032 participants (ages from 17 to 22 years), belonging to one of three religions: Buddhism (Kalmyks), Islam (Chechens) or Orthodoxy (Russians). The regression analysis provided statistically significant connections (p<0.05) of in-group religious identification and patriotic ethno-national attitudes of young people, regardless of their religion. Moreover among Russian Buddhist, Muslim and Orthodox youths the identification with the religious group is not revealed as a predictor of intergroup hostility. The study results extend the scientific understanding of the relationship between religious identity and intergroup relations.
The article describes the development and testing of the SJT-ICC situational judgment test designed to measure intercultural competence of a teacher in the form of behavioral preferences in the professional field of interaction with students and their parents. This approach makes it possible to assess behavioral aspects of intercultural competence in a particular professional area more effectively than survey methods. The SJT-ICC consists of 18 cases from pedagogical practice and four possible behavioral options for the teachers, from which the subject must choose the most appropriate one. These situations were prepared on the basis of qualitative research in the format of in-depth interviews centered around difficult, critical situations that a teacher encounters when working with children and par¬ents from other cultures (n=53). The assessment of the intercultural competence of the answer options was made on the basis of an expert survey of 23 special-ists.1367 teachers took part in the research to validate and check the consisten¬cy of the SJT-ICC. The outcome of the categorical principal component analysis (CatPCA) was a one-scale structure of the SJT-ICC which was confirmed by the confirmatory factor analysis. The relationship between the results of the SJT-ICC and the scales used for validation is predictable: intercultural competence is associated with indicators of professional success of a teacher working with students of other cultures. It is concluded that the SJT-ICC can be effectively used to assess the prerequisites for intercultural success among Russian teachers.
The article contains an overview of modern approaches to the question of whether beliefs, specifically religious relations, practices or religious groups are the cause of intergroup conflict. The considered key arguments «for» and «against» the decisive role of religion in the intergroup opposition that is related to the religious factor do not allow drawing definite conclusions. Studies show that the role of a key variable in the structure of interreligious hostility - religious fundamentalism – is extremely ambiguous and strongly depends on the characteristics of the situation (for example, the nature of priming with religious texts), and on the cultural context. The specificity of micro and macro levels in a particular situation can lead to both – an increase and a leveling out of the «religion-specific» factor in intergroup opposition.
Currently, the Russian Federation is implementing the national project «Education», the key goals of which are to ensure the global competitiveness of Russian education and to become one of the top 10 countries in the world in terms of quality of education. The article presents a comparative analysis of the principles of the educational systems of the Soviet and Russian schools. The article describes the key advantages and disadvantages of education in the Soviet era, which was based on ZUN (knowledge, skills). The article reveals the advantages and disadvantages of modern Russian education, the fundamental core of which is UUD (universal educational actions). The article emphasizes that, despite the introduction of the second-generation Federal state educational standards and the introduction of innovative technologies, the level of quality of education in the USSR (the Union of Soviet Socialist Republics) was higher than at present.
The article presents the results of a pilot research exploring psychosemantic aspects of different informational environment (internet, book, television, radio, newspaper). The research offers data describing subjective significance of different informational environment, analyses quantitative and qualitative indicators of descriptors that used by respondents for different information environment assessment, identifies random associations and associative semantic universals for assessing different types of information environment. The study also defines spatial-temporal and object-subject indicators of different information environment and explores interrelations within the psychosemantic attributes systems of such informational environment as internet, book, television, radio and newspaper.
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