Культура и национальное самосознание Европы. Практикум на английском языке
.pdf
|
|
|
|
|
|
|
|
|
|
a clash between the Buddhist |
|||||
|
|
|
|
|
|
|
|
|
|
Sinhalese and the Hindu Tamils, |
|||||
|
|
|
|
|
|
|
|
|
|
whose armed wing is the |
|||||
|
|
|
|
|
|
|
|
|
|
Liberation Tigers of Tamil Elam. |
|||||
|
2. The common ties of |
|
2. The clash of the |
||||||||||||
humanity are stronger than any |
|
civilisations is not a myth but a |
|||||||||||||
cultural |
differences |
dividing |
|
reality that is taking shape in the |
|||||||||||
mankind. Tolerance for difference |
|
minds |
of |
people |
through |
||||||||||
flourishes |
and |
|
evidence |
for |
|
discussions, |
news, |
education, |
|||||||
cooperation is stronger than for |
|
books |
and |
religious |
teaching. |
||||||||||
conflict. Thus |
Muslims |
continue |
|
Though the West is allowing |
|||||||||||
to flourish in the West, while |
|
many of its citizens to accept |
|||||||||||||
westerners |
also |
stream |
into |
|
Islam, |
Christianity |
does |
not |
|||||||
Islam, making it the fastest |
|
grow in the Muslim countries, |
|||||||||||||
growing religion in the world. |
|
resulting in frustration in the |
|||||||||||||
There are many families in |
|
ranks of the missionaries who |
|||||||||||||
Christian Europe which do not |
|
collect millions of dollars from |
|||||||||||||
mind their children following a |
|
rich Christians in the name of |
|||||||||||||
faith often labelled as terrifying. |
|
spreading the message of Christ. |
|||||||||||||
And latest reports tell us that |
|
Conflict between Islam and the |
|||||||||||||
after 11 September 2001, western |
|
West is also shown through |
|||||||||||||
countries |
still |
|
remain |
the |
|
disputes over religious practices, |
|||||||||
favourite choice of Arab students |
|
such as the banning of hijab in |
|||||||||||||
for |
higher |
|
education. |
So |
|
French schools and attempts to |
|||||||||
globalisation |
has |
united |
various |
|
control the teaching of religious |
||||||||||
civilisations |
under |
one |
roof. |
|
institutions. |
The |
opposition |
of |
|||||||
Geographical |
boundaries |
only |
|
many Europeans to the idea of |
|||||||||||
remain on the globe as symbols, |
|
allowing Muslim Turkey into the |
|||||||||||||
like |
latitudes |
and |
longitudes. |
|
European Union |
demonstrates |
|||||||||
Every country wants to become |
|
that they see Islam to be |
|||||||||||||
rich |
through |
interdependence |
|
something un-European – an |
|||||||||||
with others, by selling its talents, |
|
unacceptable “other”. |
|
|
|||||||||||
natural resources |
and |
shares |
|
|
|
|
|
|
|
||||||
abroad. Even countries like Saudi |
|
|
|
|
|
|
|
||||||||
Arabia and Pakistan, which are |
|
|
|
|
|
|
|
||||||||
often blamed for the roots of |
|
|
|
|
|
|
|
||||||||
terrorism, are in a race towards |
|
|
|
|
|
|
|
||||||||
economic prosperity. |
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
41 |
|
|
|
|
|
|
|
3. So-called civilisations are |
3. The idea that there is a |
|||||||||
not monolithic but very varied, |
clash of civilisations does not |
|||||||||
with their own internal tensions |
claim that these great cultural |
|||||||||
and conflicts, so any idea that |
blocs |
are |
|
monolithic. |
||||||
there are blocs of civilisations in |
Nonetheless, groups |
of |
nations |
|||||||
clear opposition to each other is |
sharing |
religious and |
cultural |
|||||||
flawed. For example, not all |
traditions have much more in |
|||||||||
Americans agree |
with |
their |
common than dividing them, and |
|||||||
country’s |
strong |
support for |
their |
shared |
interests |
are |
||||
Israel. Many |
European |
states |
radically opposed to those of |
|||||||
opposed US action against Iraq |
other civilisations. For example, |
|||||||||
in 2003. And Saudi Arabia and |
as long as the Palestinian |
|||||||||
Iran are very different types of |
problem exists, |
the |
threat |
of a |
||||||
Islamic |
state, |
often strongly |
terrible |
clash |
of |
civilisations |
||||
opposed to each other on |
beginning looms over the world. |
|||||||||
political |
and |
religious |
issues. |
Uncritical American support for |
||||||
In any case, the people of Israel |
Israel helps to explain why |
|||||||||
are actually cousins of the Arabs. |
Muslims all over the world see |
|||||||||
When the Christian West did not |
themselves as in opposition to |
|||||||||
want the Jews to stay in their |
the West. They ask why is the UN |
|||||||||
land, it was the generosity of the |
so lazy in sending its army to |
|||||||||
Arabs that gave Jewish refugees |
arbitrate in Palestine, when the |
|||||||||
a place to live. Though Israel |
world saw the marching of |
|||||||||
today is a nuclear power, yet its |
armies from scores of western |
|||||||||
people are now tired of the |
countries to free Kuwait from |
|||||||||
strenuous war. The anti-war |
Saddam? Why do they think it is |
|||||||||
crowd is swelling; in the USA, in |
fine for Israel to acquire nuclear |
|||||||||
Britain and in Israel too there is |
weapons but Iran must be |
|||||||||
a desire to find a long lasting |
punished for merely trying to |
|||||||||
solution. |
|
|
|
|
develop civilian nuclear power? |
|||||
|
|
|
|
|
Even if Israeli citizens are fed up |
|||||
|
|
|
|
|
of war, yet their leaders are not |
|||||
|
|
|
|
|
willing to compromise on the |
|||||
|
|
|
|
|
security of Israel. |
|
|
|
||
Which point of view do you agree with? Corroborate your opinion. 4. Look at the input on European attitude towards the American
way of life and answer the question below.
42
Should we reject the American way of life?
|
1. |
Moving |
towards |
the |
|
1. No culture in the world |
|||||||||
American way of life necessarily |
|
can survive in unchanging. In |
|||||||||||||
means the slow decay of |
|
order to survive, the cultures of |
|||||||||||||
individual |
national |
|
cultural |
|
the world have always - and must |
||||||||||
identities. As these valuable and |
|
always - adapted to new |
|||||||||||||
historically |
significant |
cultures |
|
conditions |
and |
realities. |
As |
||||||||
vanish, the world will lose |
|
America’s |
global |
authority |
|||||||||||
cultural diversity - such as in art, |
|
increasingly |
becomes |
a |
reality, |
||||||||||
music, and literature - that has so |
|
cultures will begin to slowly |
|||||||||||||
enriched humanity’s history. In a |
|
move towards the American way |
|||||||||||||
world where the borders between |
|
of life not as a product of force, |
|||||||||||||
states are becoming increasingly |
|
but rather as a natural |
|||||||||||||
symbolic, the loss of diversity |
|
consequence |
of |
|
increased |
||||||||||
between countries will also mean |
|
contact with America’s dominant |
|||||||||||||
a loss of choice for human beings |
|
culture. |
Some |
|
cultural |
||||||||||
with the desire to settle in a |
|
institutions will be lost, others |
|||||||||||||
country that suits their tastes. As |
|
will survive, and still others will |
|||||||||||||
America’s |
culture |
|
becomes |
|
become altered in reaction to it. |
||||||||||
universal, Americans and others |
|
Resisting the evolutionary impact |
|||||||||||||
lose their ability to choose, even |
|
of the American way of life |
|||||||||||||
in the context of that great |
|
would only serve to counteract |
|||||||||||||
patriotic |
|
American |
|
slogan: |
|
an extremely important |
process |
||||||||
“America: love it or leave it!” |
|
in the histories of the world’s |
|||||||||||||
|
|
|
|
|
|
|
|
|
cultures. |
|
|
|
|
|
|
|
2. Differences in ways of life |
|
2. |
Rejecting |
the |
American |
|||||||||
between |
countries |
can |
have |
|
way of life denies the world’s |
||||||||||
positive economic consequences. |
|
people |
important |
economic |
|||||||||||
The |
economic |
theory |
of |
|
advantages, |
especially in terms |
|||||||||
comparative |
advantage |
states |
|
of mobility. The more similar |
|||||||||||
that efficiency is maximized when |
|
countries’ cultures are, the more |
|||||||||||||
those countries that can produce |
|
likely one is to be able to move |
|||||||||||||
goods or services at the lowest |
|
between them, seeking economic |
|||||||||||||
cost do so. The entire concept of |
|
opportunity |
and |
|
advantage. |
||||||||||
comparative |
advantage |
depends |
|
Many |
economists |
believe |
that |
||||||||
on |
major |
differences |
between |
|
mobility of labour (that is, the |
||||||||||
countries |
and their |
respective |
|
ability of workers to move across |
|||||||||||
ways of life. Convergence to the |
|
international |
frontiers) |
is |
an |
||||||||||
|
|
|
|
|
|
|
43 |
|
|
|
|
|
|
|
|
American way of life will mean |
|
important ingredient of economic |
|||||||||||||
the loss of some of the distinctive |
|
growth. |
As |
|
cultures |
move |
|||||||||
differences that are fundamental |
|
towards the American way of |
|||||||||||||
to |
maintaining |
|
countries’ |
|
life, they will be better able to |
||||||||||
comparative |
advantage |
in |
the |
|
make easy the free movement of |
||||||||||
supply of particular goods and |
|
people to fill specific demand for |
|||||||||||||
services. |
For |
example, |
French |
|
their labour or skills, because |
||||||||||
culture is closely tied up with the |
|
many of the most difficult |
|||||||||||||
idea of “terroir” - the special |
|
barriers |
to |
|
movement, |
in |
|||||||||
qualities of the land in particular |
|
particular those that deal with |
|||||||||||||
regions, |
|
and |
this |
contributes |
|
adjustment |
to |
new |
cultural |
||||||
strongly to its production of |
|
surroundings, would dissolve. |
|||||||||||||
speciality foods and drinks - |
|
|
|
|
|
|
|
||||||||
many of which are major exports. |
|
|
|
|
|
|
|
||||||||
|
3. The American way of life |
|
3. The American way of life |
||||||||||||
is itself unhealthy for people |
|
may well be unhealthy, but it is |
|||||||||||||
everywhere. Defined by a taste |
|
also delicious. Americans are not |
|||||||||||||
for salty and greasy fast foods, an |
|
the only people who flock to the |
|||||||||||||
overloaded work schedule, and a |
|
purveyors of freeze-dried, deep- |
|||||||||||||
inactive |
lifestyle, |
the American |
|
fried, sugary, salty, and greasy |
|||||||||||
way of life is one of the most |
|
foods. The reason that so many |
|||||||||||||
important |
reasons |
that |
the |
|
indulge this way is that fast food, |
||||||||||
American |
population is |
among |
|
for all its faults, is tasty. If we |
|||||||||||
the world’s most unhealthy, in |
|
are to accept the virtues of an |
|||||||||||||
terms of stress, fitness, and body |
|
individual’s |
|
choice, |
the |
||||||||||
weight. By soundly rejecting this |
|
American way of life must not be |
|||||||||||||
unhealthy way of life in favour of |
|
rejected. |
|
|
|
|
|
||||||||
more |
sensible |
and |
healthy |
|
|
|
|
|
|
|
|||||
routines, the world does a credit |
|
|
|
|
|
|
|
||||||||
to its collective health and |
|
|
|
|
|
|
|
||||||||
wellbeing. |
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
4. America has developed its |
|
4. As far as ways of life are |
||||||||||||
unique set of cultural institutions |
|
concerned, the American is a |
|||||||||||||
during its more than 200 years of |
|
pretty |
strong |
choice. |
The |
||||||||||
nationhood. As the world’s oldest |
|
American way of life boasts an |
|||||||||||||
democratic epublic, |
the |
United |
|
emphasis on hard work, self- |
|||||||||||
States has the advantage of |
|
sacrifice, |
|
equality, |
|
and |
|||||||||
having |
developed |
|
its |
culture |
|
democracy. Cultures |
converge |
||||||||
|
|
|
|
|
|
|
|
44 |
|
|
|
|
|
|
|
along with its own history. Like |
|
toward this particular set of |
|||||||||
all cultures, America’s culture is |
|
traits because they are uniquely |
|||||||||
tailor-made. It addresses the |
|
desirable as a way of life. |
|||||||||
particular needs - present and |
|
Convergence between cultures is |
|||||||||
historic - of its home country. As |
|
a necessary consequence of an |
|||||||||
such, the American way of life |
|
increasingly interconnected and |
|||||||||
cannot be assumed to be |
|
globalized world. And if cultures |
|||||||||
transferable to other parts of the |
|
are to converge, then the |
|||||||||
world, with different histories and |
|
American way of life, with its |
|||||||||
realities. |
As |
experiences |
in |
|
admirable |
values |
and |
great |
|||
Vietnam in the 1970s and Iraq in |
|
institutions, is a strong option. In |
|||||||||
the 2000s demonstrate, |
attempts |
|
other words, when it comes to |
||||||||
to spread the most basic |
|
cultural evolution and diffusion, |
|||||||||
constituent of the American way |
|
one could do a lot worse than to |
|||||||||
of life - democracy - often end in |
|
converge towards the American |
|||||||||
failure. If the desirable elements |
|
way of life. |
|
|
|
||||||
of the American way of life, such |
|
|
|
|
|
|
|||||
as democracy, are to be adopted |
|
|
|
|
|
|
|||||
by people in other parts of the |
|
|
|
|
|
|
|||||
world, |
the |
necessary foundation |
|
|
|
|
|
|
|||
must be laid organically by the |
|
|
|
|
|
|
|||||
country’s |
own |
experience. That |
|
|
|
|
|
|
|||
is, the country must become |
|
|
|
|
|
|
|||||
democratic not by adopting the |
|
|
|
|
|
|
|||||
American way of life, but rather |
|
|
|
|
|
|
|||||
by proceeding |
through |
national |
|
|
|
|
|
|
|||
experiences of the sort that |
|
|
|
|
|
|
|||||
shifted |
America’s own |
political |
|
|
|
|
|
|
|||
culture toward democracy in the |
|
|
|
|
|
|
|||||
late 1700s. |
|
|
|
|
|
|
|
|
|
||
5. |
America’s culture should |
|
5. It is a mistake to see |
||||||||
be rejected because it is inferior |
|
American culture as all of a |
|||||||||
to those of many other nations. In |
|
piece - there are many different |
|||||||||
film, music, art, sport and many |
|
aspects |
to |
US |
popular |
||||||
other aspects of life, the |
|
entertainment, |
including |
jazz, |
|||||||
American way is childish and |
|
blues, |
indie |
film-making, |
|||||||
simplistic. Hollywood only makes |
|
experimental art, cutting-edge |
|||||||||
movies |
which |
appeal |
to |
the |
|
architecture, |
|
demanding |
|||
|
|
|
|
|
45 |
|
|
|
|
|
|
lowest instincts of the mass |
literature, etc. Most Americans |
||||
audience, |
delivering |
violence, |
enjoy the diversity of cultural |
||
dazzling |
special |
effects |
and |
options available to them, and it |
|
simplistic |
story |
lines. |
Popular |
is this, as well as the individual |
|
music is loud, aggressive and |
art forms, which the rest of the |
||||
unsophisticated. |
Sports |
are |
world can learn from. But at its |
||
designed for showy spectacle and |
best, all American culture is |
||||
constant celebration of |
frequent |
possessed of a democratic spirit |
|||
scoring, rather than as a |
and accessibility, which marks it |
||||
prolonged |
examination |
of |
skill |
out from the elitism of art, music, |
|
and strategy. Even clothing is |
etc. in much of the rest of the |
||||
garish and utilitarian. Such a |
world. |
||||
culture has nothing to offer the |
|
||||
rest of the world. |
|
|
|
|
|
Which point of view do you agree with? Corroborate your opinion. 5. Look at the input on France’s “headscarf (hijab) controversy”
and answer the question below.
The controversy over the Islamic scarf (hijab) sparked in France in 1989, when three girls were suspended from classes because they refused to remove their scarves in class in Creil city.
In 1990, three girls were suspended from School in Paris. The parents of one of the girls filed a defamation suit against the principal of the school. Following these events, teachers at a school in Nantua held a general strike in protest against the scarf in school.
In September 1994, a government memorandum was issued. It delineated the difference between "discreet" religious symbols and "ostentatious" religious symbols. "Discreet" religious symbols were allowed into classrooms. “Ostentatious" religious symbols (including the hijab), were forbidden in public establishments.
Between 1994 and 2003 around 100 female students were suspended or expelled from schools for wearing the scarf in class. In nearly half of these cases, their exclusions were annulled by the French courts.
In 2011 French authorities enacted a ban on wearing facecovering veils in public. France was the first country in Europe to enact such a ban, followed by Belgium.
46
In 2014 The European Court of Human Rights upheld a French ban on wearing face-covering veils in public.
Motivations of French Muslims |
Secularism arguments against |
||||
who wear the hijab |
wearing the hijab |
|
|||
|
|
||||
1. The wearing of the scarf or |
1. The hijab is a symbol of |
||||
hijab in France, and in the main |
belonging |
to |
the |
Muslim |
|
countries of origin of French |
community. |
Women who |
wear |
||
Muslims (Algeria, Tunisia, |
the hijab display their religious |
||||
Morocco, Turkey), is a relatively |
and community affiliation, which |
||||
recent phenomenon. Its core is a |
harms the unity and secularism |
||||
general movement toward the |
of the French Republic. (Since |
||||
traditional values of Muslim |
1905 church and state have been |
||||
communities. |
separated in France by the law). |
||||
2."Respectability" and |
2. The position of the |
||||
"discretion." News, movies, and |
French government |
is |
that |
||
music aimed at young men often |
secularism |
in |
schools |
is |
|
contain stereotypical "easy girl" |
incompatible |
|
with |
wearing |
|
characters who are sexually taken |
ostentatious |
religious |
articles, |
||
at will and who are always un- |
whatever they be. |
|
|
||
scarfed. This leads many to the |
|
|
|
|
|
idea that women who show their |
|
|
|
|
|
hair are not respectable and are |
|
|
|
|
|
offered (or are offering themselves) |
|
|
|
|
|
sexually to everyone. More |
|
|
|
|
|
generally, advertising and the |
|
|
|
|
|
media present a standard model of |
|
|
|
|
|
Western women. This vision of |
|
|
|
|
|
Western women lead French |
|
|
|
|
|
Muslim women to wear the veil to |
|
|
|
|
|
affirm their respectability. |
|
|
|
|
|
2. Muslim identity in the face |
2. French educators |
|
|||
of what is considered French |
opposes the veil in general, and |
||||
bigotry (нетерпимость) against |
particularly in classes. Their |
||||
Muslims. Wearing the scarf is a |
arguments are connected to both |
||||
way for French Muslim women to |
secularism and feminist |
|
|
||
guard their identity. |
arguments, a majority of French |
||||
|
educators being women. |
|
|
||
47 |
|
|
|
|
|
3. Avoidance of violence in poor neighborhoods, where unveiled women are not safe since they may be targeted for attack by Islamic morality patrols.
What is your opinion on the issue? Which side’s arguments do you find more convincing?
6.Choose one of the topics below and write an essay:
1.Can European cultures, which are historically more homogeneous, also manage to accommodate social diversity successfully?
2.Will immigration deepen cultural tensions, social instability and intra-communal conflict in Europe?
3.To what extent do migrants carry their culture with them?
4.To what extent do migrants acquire the culture of their new
home?
Requirements for submission of an essay:
An essay has clearly stated objectives and is planned carefully. The structure of the paper work has all the necessary elements. They are the following: 1. Introduction (Objectives of the essay, analysis of
primary sources and research works of scholars). 2. Main part (a statement, supportive arguments “for” and “against”, the author’s personal point of view). 3. Conclusion. An excellent essay has clear statements and several supporting arguments presented in a logically coherent order. Conclusions logically follow arguments. The essay must be written according to the requirements: the paper should not exceed 4–5 pages. It should be typed in a readable font such as 12or 14-point Times Roman or Arial. Cover sheet or title page should include the following information: name, class number, instructor’s name, date and the title of the essay. The paper must include footnotes either on each page or at the end of the main text.
6. Test tasks
1.Why are Western societies the most attractive destination for migrants and refugees?
2.Which continent hosted the highest number of international migrants:
a) North America
48
b)Asia
c)Europe
3. Match the percentage of foreign born population to the country:
a) Switzerland |
1. |
13 % |
b) Germany |
2. |
24 % |
c) Sweden |
3. |
13 % |
d) USA |
4. |
12% |
|
5. |
35% |
4.Which is the largest minority religion group within the European Union?
5.Tick the reasons for high migration rate to Europe:
a)high demand for labor
b)liberal human rights policies
c)poverty in home countries
d)political instability in home countries
e)climate
f)rich cultural heritage
|
Vocabulary to learn |
1. to adopt |
e.g. to adopt Western style |
2. affiliation |
e.g. community affiliation |
3. agreement |
e.g. There is no agreement about |
|
the question |
4.to affect smth.
5.to approve, approval
6. to allow; to be |
allowed |
|
7. amendment |
e.g. an amendment to the |
|
8. to ban, a ban |
constitution |
|
e.g. This statement calls for |
||
9. to call for |
||
10. community |
a rejection of EU |
|
e.g. the composition of |
||
11. composition |
||
|
immigration |
12.controversy over smth.
13.core
14.to display
15.expansion
49
16. to be in favor of (a law) |
|
|
17. to forbid; to be forbidden |
|
|
18. to generate |
|
|
19. harm, to harm |
|
|
20. to hold a strike |
e.g. tohomogenize ethnically |
|
21. to homogenize |
||
|
different populations |
|
22. to lead to… |
e.g. This leads to the idea that… |
|
23. to offer; an offer |
|
|
24. mosque |
e.g. The main obstacle, to |
|
25. obstacle |
||
26. possibility |
overcome the obstacle |
|
e.g. representatives from |
||
27. representative |
||
|
European parties |
|
28. recent |
e.g. recent phenomenon |
|
29. to reject, rejection |
e.g. a rejection of EU expansion |
|
30. to state; a statement |
e.g. government statement |
|
31. to suspend |
e.g. girls were suspended from |
|
|
school |
|
32. tensions |
e.g. tensions between communities |
|
33. values |
e.g. traditional values of Muslim |
|
34. violence |
e.g. to prove themselves worthy |
|
35. worthy |
|
Recommended Reading
Basic
1.Judt T. Anti-Americanism abroad / The Rise of AntiAmericanism / Ed. by B. O’Connor and M. Griffiths. New York, London, 2006.
2.Katzenstein P., Keohane R. Varieties of Anti-Americanism: A Framework for Analysis // Anti-Americanism in World Politics / Ed. by Katzenstein P., Keohane R. Ithaca, New York, 2007.
3.Crudu, E. Narratives of European Identity and the making of the “Other” inside the EU. The Eastern European as Alterity // 3-d
ECPR Graduate Conference. Dublin City University 30 August – 1 September 2010. < http://www.ecprnet.eu/databases/conferences/papers/728.pdf>.
50
