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ORGANIZING INTERCULTURAL DIALOGUE AS PART OF THE HISTORY LEARNING PROCESS
Abstract
In the context of the gloablizing world and the developing Russian society with its ethnopolitical and ethnocultural specifics arises the necessity of organzing intercultural dialogue both internally and externally. History education is essential for achieving this goal. Before reaching its modern state, history education in the Republic of Sakha (Yakutia) passed through several stages which are outlined in this article. The most important changes took place in the 1990s. That stage saw the emergence of new types of schools and the introduction of new history teaching methods as part of educational reforms aimed at overcoming the methodological crisis experienced in the area of the Soviet scientific studies of history. One of the active concepts to implement intercultural dialogue provides that elementary school students should be educated in their mother tongue, the Yakut language, to lay solid foundations for their future learning and cognitive activity. In the middle school, all subjects are taught in Russian in order to shape the student's "I am a Russian national" self-identity. The senior school applies the practice of such subjects as physics and computer science being taught in English by teachers coming from foreign countries (Belgium, France, Germany). Such educational environment facilitates the student's "I am a citizen of the world" self-perspective. The modern tools of history teaching involve innovative methods of organizing intercultural dialogue as well as active and interactive teaching techniques. Intercultural dialogue is achieved through referring to foreign historical online sources, complementary use of textbooks on the history of Yakutia, Russia and that of foreign countries, comparative analysis of history textbooks written in Russia, Ukraine, Belarus and the Baltic states while discussing the issues relating to the shared historical past in the context of the current Historical-cultural standard. Students take part in historical discussions participating in scientific conferences for learners and online conferences (including those of international format). They also work on various interdisciplinary projects that involve such subjects as history, social sciences, foreign languages and world art culture.
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