Education is not only a prerequisite for a successful career, but also a pass to a different, more saturated and vivid life, a different social environment. Despite the fact that the significance of the many professions that require higher education has declined, there are some changes, proving that this negative trend is short-lived and is associated with major structural changes in various spheres. The need for improving the system of professional training, the establishment of a society where education, skills, professionalism determine the social status of individuals and the prestige of the various types of labor raise questions of professional development of specialists, professional space and how they self-promote in it.
In such a situation, the question of the formation of common cultural competence becomes particularly acute. It is the common cultural competence that defines human activity, his ability to orientate in the various spheres of social and professional life, harmonizes the inner world and the relationship with society. Society needs active, competent professionals able to make decisions and ready to take responsibility for their implementation, able to set goals and to design ways to achieve them.
Common cultural competences are aimed at exploring ways of physical, spiritual, intellectual self-development. The self-expression of personality is very important.
The man has a common cultural competence, if he has the ability of adequately understanding, practical solutions and communicative expression of situations beyond their professional sphere.
Practice shows that the ill-formedness of a common cultural competence of students thwarts personal growth and affects the efficiency of the educational process. Therefore, the formation of a common cultural competence as an integrative quality of personality that determines students' personal growth and contributes to the improvement of the educational process in a higher school, is of particular importance.
It should be noted that a common cultural competence is formed not only by educational impact, but also in the teaching of subjects from different educational areas. The state standards for each subject gives not only a set of teaching competencies that students should acquire during the study of a particular subject, but also the components of a common cultural competence, which should be formed in the course of studying this subject.
For example, a common cultural competence 11 for students of the direction 54.03.01 Design (profile “Costume Design”) assumes that the student has a perfect command of English.
For the formation of the competence11 students of the direction 54.03.01 Design (profile “Costume Design”) of our university, we are faced with a very difficult task — how to generate interest in learning a foreign language? How to heighten the motivation to study it?
The most successful, in our opinion, is the technology of “paradoxes”. The term “paradox” originated back in the ancient philosophy to describe the new, unusual, original opinion.
Of great importance in the development of educational and informative interest of students plays a selection of imaginative, vivid, entertaining educational material and adding it to the total number of training examples and assignments.
Interest can be built and on the creation of a situation of emotional experience through the evocation of a sense of wonder by unusual nature of the fact, the paradoxical experience, being demonstrated in the classroom. Wonder on the credibility and visibility of examples invariably causes deep emotional experiences of students.
The paradoxical situation, in our opinion, may be the initial point of thinking. It is characterized by mental state inconsistency, mismatch in human consciousness and arise a feeling of surprise, confusion and a desire to solve the problem, that is, creates a cognitive motivation. The paradoxical situation raises questions in view of the fact that its element appears to be non-adequate towards the ratios in which they act in a given situation. In other words, in a paradoxical situation, there is a lack of understanding by a human the relationship between the knowledge and experience that he possesses, and new facts. But a paradoxical situation is the beginning of thinking, the beginning of the development of cognitive motivation and the beginning of new mental structures. And even the misunderstanding caused by the paradoxical situation, is important and extremely necessary in the process of learning to develop students' thinking. This so-called “productive” misunderstanding, generates cognitive motivation. In such a “productive” misunderstanding the dialectic of knowledge is expressed — from misunderstanding to partial understanding and relatively to complete understanding.
Thus, the cognitive demand is born every time as a primary, situational need and is an integral part of a paradoxical situation.
Education throughout life is one of the latest and most promising trends of our time. Changing employers and countries, we keep about ourselves the mainwealth — knowledge. Especially valuable is knowledge of English, which opens the doors of the best companies and universities. Investments in the development of language skills serve as a reliable guarantee of our prosperous future. The modern world is very variable, but one of the immutable rules of confidence in the future is as follows: “Fluent English”. Being fluent in English, it is much easier to find highly-paid job, or choose a specialized education in any country of the world. English is one of the important building blocks of the foundation on which our whole life is built. Many employers are traditionally prepared to offer a candidate, who speaks foreign languages, salary at least 10 % higher than the candidate with the same resume, but without any foreign language skills.
Knowledge of foreign languages provides the graduates ready to work productively in a global educational and professional space, expands the professional needs of the individual, improves the quality of training and provides professional development of a specialist.
A foreign language is a factor in the success of future specialist training, the formation of his representation of the diversity of the surrounding world and its rapid adaptation to changing conditions of life and work, as well as his self-promotion in the professional environment.
The professional environment of an individual gives him the opportunity to realize himself either on the micro- or the macro-level. In the process of forming a single labor market a specialist with a high educational level and knowledge of foreign languages becomes a defining element of the expansion of professional environment.
References:
- http://www.dslib.net/obw-pedagogika/formirovanie-obwekulturnoj-kompetentnosti-studentov-v-obrazovatelnom-processe.html (дата обращения: 14.04.2016).
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