- •Contents
- •Introductory word
- •Symbols used in the book:
- •Topic 1 the world a part of which you have become
- •Topic vocabulary
- •1.2. In Appendix 1 read what is Vocabulary map and build such a map centered around the idea (theme) “University” using the material of the dialogues you’ve just read.
- •University
- •1.6. If such a dictionary existed in your native language, which words would compose the article “school”.
- •1.8. Compare your association in the group, find out words in common. This is your new world.
- •2.2. Render the text without trying to learn it by heart. Are you happy with the result of your rendering?
- •2.3. Read Appendix 2 on Cognitive map. Find out how easy it is to retell the text if you base your retelling on its cognitive map. Discuss it in the classroom.
- •Chart 1. The structure of Vilnius University
- •Chart 2. The structure of the Belarusian State University
- •Chart 3. Faculty structure
- •3.3. Examine Chart 4 and comment on a possible career of a student, if one chooses the academic field. Use the following structure in your comments:
- •Chart 4. Academic Career
- •Table 1.
- •3.5. Each of sciences has a definite number of specializations. Find a proof that specializations presented in Table 2 belong to philological sciences.
- •Informational texts
- •1St year
- •1St term
- •2Nd year
- •3Rd term
- •Ug sociology
- •Monday 21st – Friday 25th September 2009
- •Folk Theatre
- •Is looking for talents!
- •If you want to know more about song and dance culture of your country, learn to dance and sing and see the world with the theatre, join us!
- •4.2. Which of informational texts from task 4.1. You need, if:
- •4.5. Recall the announcements you have read recently in your university (faculty, institute). Share the information you have got in the classroom.
- •4.6. Read General note about proper communication patterns accepted in university surrounding.
- •6.6. Fill in Check list (Self-assessment table):
- •Topic vocabulary
- •Value, universalism, University (type).
- •Verbs (17):
- •Interact, investigate, interpret, learn, map, mold (syn: build, form),
- •1.1. Look at the map of Europe with some Universities marked. Do you know them? Pronounce their titles. Sum up the way universities are named.
- •1.3. Discuss the criteria of university evaluation and choice.
- •My University
- •Types of Universities
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University Type
- •Supermarket University Type
- •Project University
- •6. Network University Type
- •2.1. Read and compare texts and their interpretations. What is the difference between the text and its interpretation?
- •In task 1.2 you listen to discussion on universities of Great Britain. Was it presented in the format of Round table? The rules of effective interaction in the Round table format
- •3.2. Choose one of the topics for discussion and conduct it according to Round table format rules (do not forget to set time limit to your discussion.
- •Leonardo di ser Piero da Vinci (April 15, 1452 – May 2, 1519)
- •4.3. Read in Appendix 5 about the format of a 5 minute speech and present your review in it.
- •6.2. Choose any well-known university of the world and write down the criteria of your choice.
- •6.5 Fill in Check list (Self –assessment table): self-assessment table:
- •Topic 3 skills of interaction in my new world
- •Topic vocabulary
- •Verbs (20):
- •1.2. Read the extract and check your expectations. Share your impression on it. Compare yourself with the hero of Lev Tolstoy.
- •1.6. Extend your Vocabulary map you did in 1.3. By extending the number of rays and their length.
- •1.8. Present the result of your work in 1.7. To all group mates and discuss.
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •2.4. Have a special look to text 2 using the Yellow hat style of thinking and give an advice to its author.
- •2.5. Read your own text that you wrote in task 1.9. And say which hat you put on when you were writing about yourself and your University studies. Do you want to change the color of your hat now?
- •3.5. Analyze the example when we study not a particular object but some activity solving the problem – to do or not to do?
- •In the street of my town
- •Goal – effective driving, getting from one place to the other
- •Welcome Speech of the Rector
- •5.4. Fill in the scheme “Sand watch” on the activity “to study successfully”
- •5.5. Instead of the conclusion of Module 3 read the story which took place with one of the author of this book.
- •5.6. Fill in Check list (Self –assessment table): self-assessment table:
- •Keys to the topics topic 1
- •Reality of Middle Ages
- •Words (naming open schools) in their historical Sequence
- •University
- •University
- •Topic 2
- •Industrial Shop Corporation
- •Classical Research University
- •Factory University Type
- •Supermarket University Type
- •Project University
- •Network University Type
- •Topic 3
- •2.1. Key words
- •White Hat Thinking
- •Red Hat Thinking
- •Black Hat Thinking
- •Yellow Hat Thinking
- •Green Hat Thinking
- •Blue Hat Thinking
- •Keys to “check yourself!” topic 1
- •Topic 2
- •3. Translate
- •Topic 3
- •Appendices
- •539 School
- •Cognitive map of vocabulary article “the University”
- •Variants of rendering only one theme of the map – a:
- •Variants of rendering the whole text (all themes in the cognitive map):
- •International public speaking competition: judging criteria
- •Verbal technique
Types of Universities
(from “Russian higher school: on the way to new institutions”
by S.A. Smirnov in: http://www.antropolog.ru/doc/persons/smirnov/smirnov17)
There are several types of Universities that historically changed each other and were different in the way of study.
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Industrial Shop Corporation
First European Universities originate from Industrial Shop Corporations. Sorbonne and University of Prague featured shops of masters. Pupils gathered around the master (teacher) to get the mysteries of trade from hand to hand, by the teacher in person. The teacher had small number of pupils. Such conditions of teaching formed Associative Pedagogy. Nowadays this form of teaching disappeared as University type, but the importance of associative pedagogy still exists. This is the way Brahmanas and Daoists were and are taught now. Orthodox Cloisters keep to this educational pattern as well. This type of teaching is important for understanding the role of the teacher as a model and his activity while teaching.
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Classical Research University
Gradually, with the development of sciences and education, scientific researches and inquiries widely came into University practice. Master`s figure was enriched with the figure of researcher. In the period of XVII-XVIII centuries new University type branched off industrial corporation. As a result in the beginning of XIX century Humboldt and Fichte established a new type of University that later became the model of German Classical Research University. Its fundamental practice consisted of science and art studies, classical knowledge transmission. The development of sciences was the basis of this University development. New sciences appearance caused the appearance of new University disciplines.
With the growth of University number the figure of the scientist was replaced with the figure of professor and teacher, universal knowledge holder. That was the formation of a new type of teaching – professor as a scientific knowledge holder and as a teacher who familiarizes students with the true science and art. The phenomenon of live contact still exists, but it also gains universal character. The teacher shares not just his own experience, but also some kind of universal experience of generations, estranged knowledge. This model was taken into practice by all the European countries and Russia as well. Moscow University established by M. Lomonosov also followed this model.
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Factory University Type
Gradually by XX century, by the beginning of the intensive industrial development, Factory University Type is becoming more and more in demand. This type of University prepared great number of specialists satisfying the needs of developing economy. This is the type of University where science takes the sidelines and, instead of assimilating the scientific basics, students assimilate different systems of knowledge, packed in academic subjects. Moreover, students learn great number of subjects (about 80-100 academic subjects). This mass model is more producible. This is a kind of educational conveyor, fulfilling the curriculum. A new figure appears here – teacher-specialist who, following the standard scheme, transfers knowledge estranged from its holder. His task was to prepare hundreds and thousands of specialists who know and can use standard set of actions and procedures.
This model is still followed by the majority of Russian Universities. Due to the rapidly developing economy and knowledge growth and complication (the number of knowledge doubles every 5 years), boost of professional requirements, this University type is becoming behind the development and losing its positions. This is the reason why Professional Education gets into crisis now. It needs reconsideration and rebuilding of existing University types.