I Vocabulary

1. due to – из-за (= because of)

2. conquest – завоевание

3. diverse population – разное население

4. facial gestures – мимика

5. synthetic odors – ароматы

6. in lieu of – в качестве (чего-либо), вместо (чего-либо)

7. the soles of your feet – подошвы ваших ног

8. insult – оскорбление

9. a loud belch – отрыжка

10. deeply rooted – имеющий глубокие корни

11. violated – нарушенное (напр., правило)

12. violation – нарушение (договора)

13. public humiliation – публичное унижение

14. to commite suicide – совершить самоубийство (суицид)

15. crucial – решающий, критический

16. precisely – точно

17. new facet of nature – новая грань природы

18. initiated – инициированный, введенный в общество

19. eagerly – с нетерпением

20. value-free – не имеющий ценности

21. subareas – подчиненные, второстепенные территории

22. to deal with – иметь дело с…

23. to promote – продвигать (в общественном, коммерческом плане)

II Comprehension check

1. How can people communicate apart from spoken language?

2. What do most societies develop?

3. Give examples of some gestures’ meanings in different cultures.

4. What is a folkway?

5. What do mores involve?

6. In what societies can public humilation be devasting?

7. What similarities can we compare in different cultures?

8. Why may the culture of a particular people change?

9. What may arid conditions cause?

10. What did the many ice ages do?

11. How do humans react to the product of their own handiwork?

12. What is the crucial ingredient in the process of cultural development?

13. What are the new techniques accompanied by?

14. How is new knowledge created?

15. What does one tradition in sociology argue?

16. How does science make progress?

17. What does another tradition of sociology argue?

18. What does the philosophy of science include?

19. Why are the various scientific communities organized?

III Match the verb on the left with the correct definition on the right

to deal with	to be unlucky to have (someone or something)
to prohibit	to send or carry
to comprise of	to be concerned with; treat (a subject)
to convey to	to forbide
to correlate with	to force (someone) into something or doing something
to curse with	to raise to a higher rank or position
to promote	to compose of, to consist in, to consist of
to coerse into	to (cause to) be like or close to (something else)
to recognise	to show a true or exact copy of (something such as an idia)
to reflect	to accept; to admit

IV communicative practice

1. Make a quick guess. How many new words did you learn during the lesson?

2. The research says: ”Those who learned their second language early learned it best. “ (Jacqueline Johnson and Elissa Newport, 1989). Do you agree with it?

3. Do you agree with Chomsky that children are biologically prepared to learn language as they interact with their caregivers?

4. At what age do you think people should start learning foreign languages to be a success?

5. Language is considered to be the basic element of culture. In modern serials young people often use foul language. How does it influence culture?

6. What is the difference between a farmer’s and a politician’s speech?

Unit V

Sociology and values

Text 1

Why SHOULD WE study values? What is meant by values?

Some sociologists have argued, at least as early as the work of Karl Marx, that not only is sociology not value-free, but it also has a normative or value dimension. This means that we cannot escape the moral implications of the social conditions we observe. This kind of regarding the moral nature of sociology has led some sociologists to clarify which values are basic or most important. It is essential for this analysis to difine what values are and how we may recognise and analyse their role in a system of motivated social action. A common notion is that value refers to any aspect of a situation, event, or object that is invested with a preferential interest as being “good,” “bad, ”desirable,”and the like. This conception is not enough for present purposes. Any formal definition of value is likely to be too general to be of great use to a sociological analysis. It is enough if we circumscribe the boundaries of value. What is experienced by individuals as values have these qualities:

(1) They have a conceptual element – they are more than pure sensations, emotions, reflexes, or needs. Values are abstractions drawn from flux of the individual’s immediate experience.

(2) They are affectively charged: they represent actual or potential emotional mobilisation.

(3) Values are not the goals of action, but rather the criteria by which goals are chosen.

(4) Values are important, not “trivial”or of slight concern.

In the consideration of values a useful point lies in the elementary facts of preference and selection. Men prefer some things to others; they select particular objects and courses of action out of a range of possibilities present in a situation. The world is not emotionally neutral for us, nor are all things equally desired or esteemed. Accepting this, we must still be careful to see the highly consequential distinction between “value” in the sense of an evaluation of an object of regard, on the one hand, and the standards by which such evaluations are made. As Kluckhohn has noted, there is a basic distinction between that “ which is desired” and that “ which is desirable”. Values in the sense of standards are “conseptions of the desirable”. They are criteria for deciding what we should want. Empirically considered, value is not an all-or-none matter, but a continuum. At one pole, we find those intense moral values that are true matters of conscience. Values of this order are present when the individual who violates them shows a reaction of strong guilt or overwhelming shame and the group imposes strong censure upon the offender, or when the person who acts in accord with an accepted standard of evaluation is rewarded and honord by his fellows. Such moral values are the core of the individual’s internalized conscience. They also define the central institutional structure of the society. Our basic questions are: (1) what, in fact, are the conseptions of the desirable to be found in this society; and (2) what does the presence of these values tell us about the actual functioning of the social system? It will be necessery to deal with some clusters of belief-and-value which are diffuse and vague, as well as with highly generalised and explicit value-orientations. In its most simple formulation, a belief is a conviction that something is real, whereas a value is a standard of presence. Thus, a man may believe that there is life after death, but this statement tells us nothing directly as to whether immortality is for him a positive or a negative value, or a matter of indifference.

The empirical study of values in society indicates so many “operational definitions” of value: value as an overt choice or preference, as attention or emphasis, as statement or assertion, as a referent of social sanctions to human beings. When used in combination, these several different approximations gain reliability in so far as they are mutually consistent.