3.1. INTERVIEW IN FINLAND ON EDUCATIONAL PARADIGM
(Regarding data processing, see Section 4.4.1.)
INTERVIEW #1F:
LOCATION:
DATE & TIME:
DURATION:
INTERVIEWER:
INTERVIEWEES:
|
Educational paradigm.
Oulu, Finland (City library, conf.room #1).
Monday, 22 May 2000, at 1200.
1215-1530, 3h 15min.
Izadi, Partow.
A retired general teacher; primary school
A retired Swedish teacher; high school
A retired Finnish teacher; high school
A retired general teacher; primary school
An education professor; educational scholar
|
TAPE COUNTER:
i1-i5 1/A:000 - 1/A:257
i6-i13 1/A:258 - 1/B:161
i14-i18 1/B:162 - 1/B:459
i19-i22 1/B:460 - 2/A:218
i23-i25 2/A:219 - 2/A:376
i26-i33 2/A:377 - 2/B:124
i34-i36 2/B:125 - 2/B:403
i1. What aspects of the universe are considered real or objective?
[no data available].
i2. What is the position and role of human beings on this planet?
Christian view: the human being, the crown of creation (rights & responsibilities).
i3. What is the purpose of human life?
The de facto purpose of life: survive in the post-war situation.
Humans as national beings who must become patriotic.
i4. What is the purpose of human society?
The de facto purpose of life: survive in the post-war situation.
Purpose of social system: preserve independence in a sensitive political situation.
Purpose of society: maintain national unity.
i5. What is the purpose of education?
Purpose of education: teach to survive in the post-war situation.
Purpose of education: teach to become patriotic.
Purpose of education: preserve independence in a sensitive political situation.
Formal education: a political tool for socio-political ends.
Purpose of education: produce citizens that are 'worthy of the society'.
The home: emphasis on survival aspect; the school: emphasis on patriotism.
Education more for preservation than renewing.
Education was very homogenising.
Purpose of education: to secure the future (not to build new futures).
Education moved from elitist (classical) to egalitarian (everything for everyone).
i6. What are the school subjects that are taught?
Emphasis was on Finnish, languages (German & Russian), religion, history, math.
Geography, arts and music etc. were taught, but with less emphasis or importance.
There was a very clear and acute lack of teaching materials (textbooks etc.).
Real goal of high school: the matriculation examination (eligibility for university).
Languages were over-emphasized (apparent in the matriculation examination).
i7. How language is taught, what is the essential approach?
Teaching the Finnish language emphasized patriotic literature (e.g. Kalevala).
Languages were emphasized for commerce (Ger.) and political stability (Rus.).
Main rationale for language teaching was international competitive competencies.
Translation of texts between languages was one of the main teaching methods.
i8. How geography is taught, what are the essential topics?
Elements of colonialist world-view existed (e.g. stereotypical views on Africans).
i9. How mathematics is taught, what are the essential aspects?
[no data available].
i10. How arts/music are taught, what is the essential purpose?
There was a lack of proper emphasis on arts and music (esp. in high school).
i11. How social topics are taught, what are the essential points?
[no data available].
i12. How history is taught, what are the essential topics?
History was taught as the history of the nation's independence.
History teaching was distorted in favour of nationalistic ideals.
i13. How religion is taught, what is the essential message?
Religious education was highly confessional (Lutheran).
Religious education was part of patriotic education ("home, religion, fatherland").
The Lutheran/Christian view of human reality was predominant
Other religions were almost absent in the curriculum (at least 'objectively').
i14. How are students punished for undesirable behaviour?
One method 'punishment' was the. exaggeration of 'natural consequences'.
Putting out of the class or keeping in detention was a method of punishment.
Poor grades were given as a result of laziness or non-competence.
Stern or rectifying 'speech' was an often-used form of negative feedback.
i15. How are students rewarded for desirable behaviour?
Good grades were given or praise as a result of hard work or competence.
i16. How are students punished for undesirable ideas?
There were some 'taboos': sexuality, political conviction, religious conviction.
Negative feedback on 'taboos' was based on ignoring the person or the behaviour.
i17. How are students rewarded for desirable ideas?
[no data available].
i18. What is the purpose of educational feedback?
The purpose of negative feedback was to teach to behave oneself in the society.
The purpose of positive feedback was to promote hard study or good manners.
i19. What is the definition of a 'successful' individual?
Socioeconomic success was rarely reason for seeking companionship of a person.
A reasonable wealth resulting from 'hard work' was a measure of success.
Respect and success were attributed to self-sufficiency (not being a burden).
Paradox: a village's sole high school graduate prided in and mocked as a 'snob'.
i20. What goals or styles of life are seen as right vs. wrong?
Respect and success were attributed to self-sufficiency (not being a burden).
The standard of proper life was to do one's part in the work of the society.
Spirit of 'talkoo' (traditional occasions for neighbourly help) was held in value.
There was a greater sense of collective responsibility (e.g. in child raising).
i21. What types of human relationships are cherished?
Typical social modes were neighbourly visits, cross-generational interaction etc.
Teachers became easily friends with colleagues and often visited each other.
Spirit of 'talkoo' (traditional occasions for neighbourly help) was held in value.
There was a greater sense of collective responsibility (e.g. in child raising).
i22. What modes of conflict resolution are applied?
Open conflict was not usual; potential conflict was ignored and did not actualize.
'Bad families' (e.g. violence) were known but not reacted upon (by the school).
There were political conflicts among friends, but the friendships were unharmed.
There was a greater sense of collective responsibility (e.g. in child raising).
There was a sense of social support (network): the 'core family' was not alone.
i23. What is the role of authority in a social unit/system?
Upright and just (yet, authoritative) leadership, a 'father-figure', was venerated.
Formal authority was usually quite clear-cut and unquestioned.
i24. What ideals of decision-making are followed?
Voicing a differing opinion directly and openly was considered respectful.
Actual decision-making at work and in families was relatively democratic.
i25. What ideals of leadership are followed?
Upright and just (yet, authoritative) leadership, a 'father-figure', was venerated.
Formal authority was usually quite clear-cut and unquestioned.
i26. What is the patriotic identity of a citizen?
National pride was felt in having been able to pay the war debts in full.
National self-esteem was felt in having been able to maintain independence.
The Lutheran/Christian view of human reality was predominant
Religious education was part of patriotic education ("home, religion, fatherland").
There was a reassuring reliance on "Finland is a good country to live in".
Sport achievements were an important source and element of national pride.
The Olympics of 1952 in Helsinki added to the sense of national achievement.
The Finnish natural environment was genuinely venerated with a sense of pride.
i27. What is the value of the individual in society?
A 'real worker' was better valued than high learning (esp. in rural communities).
Use of Russian prisoners of war as farm workers often resulted in good friendship.
i28. What is the value of sub-cultures in society?
Some sort of 'casts' did exist based on economic and working status.
While gypsies were given a place overnight, they were viewed as 'rogue citizens'.
Use of Russian prisoners of war as farm workers often resulted in good friendship.
i29. What is the self-image of the individual in society?
[no data available].
i30. What is the role of society towards the individual?
[no data available].
i31. What is the self-image of sub-cultures in society?
Gypsies were able to maintain very different cultural values
Gypsy children did not stay long in schools.
i32. What is the role of society towards sub-cultures?
Society was seen responsible for the welfare of all (not only the sub-cultures).
There was no culture-specific education (e.g. for the Sámi or Gypsy languages).
i33. What is the definition of a 'successful' society?
National pride was felt in having been able to pay the war debts in full.
National self-esteem was felt in having been able to maintain independence.
Sport achievements were an important source and element of national pride.
The Olympics of 1952 in Helsinki added to the sense of national achievement.
Post-war advances (esp. forestry and metallurgy) were seen as collective success.
General social welfare was considered among the greatest national achievements.
i34. What are the criteria for distinguishing right vs. wrong?
The force of tradition was perhaps the strongest standard for right vs. wrong.
Future oriented standards (e.g. 'sustainable development') were very rare.
i35. What is the near and distant future of the world/society?
Despite some fears, there was great faith in a prosperous national future.
There was some fear and suspicion due to the cold war and the Soviet neighbour.
The future of the world was generally seen as positive and optimistic.
i36. Can the future be influenced? How?
Futures thoughts centred on surviving the industrializing world and the cold war.
Purpose of education: to secure the future (not to build new futures).
3.2. INTERVIEW IN FINLAND ON CONDITION OF SOCIETY
(Regarding data processing, see Section 4.4.1.)
INTERVIEW #2F:
LOCATION:
DATE & TIME:
DURATION:
INTERVIEWER:
INTERVIEWEES:
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Condition of society.
Rovaniemi, Finland (City library, conf.room #1).
Thursday, 25 May 2000, at 1200.
1225-1535, 2h 40min.
Izadi, Partow.
An education student; young
A youth worker; lower mid.age
A restaurant keeper, unemployed.; upper mid.age
An army officer, retired; elderly
A sociology professor; specialist
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TAPE COUNTER:
i1-i4 1/A:000 - 1/A:277
i19-i22 1/A:278 - 1/B:049
i23-i25 1/B:050 - 1/B:260
i26-i33 1/B:261 - 2/A:126
i34-i36 2/A:127 - 2/A:348
i1. What aspects of the universe are considered real or objective?
[no data available].
i2. What is the position and role of human beings on this planet?
We are 'mammals like others', but we can justify or plan our doings rationally.
i3. What is the purpose of human life?
Human life is a survival fight but mostly immaterially, not just physically.
Modern humans do not think about the purpose of life; life is a pragmatic survival.
Crises in life may awaken to think more deeply about the purpose of life.
People's identity is unified perhaps unified only by a concern for (near) future.
i4. What is the purpose of human society?
Many see 'the society' as taxes and services i.e. the welfare state.
Basic security for immediate future is the main expectation towards the society.
If basic needs are met, there are expectations of immaterial input to social life.
i5. What is the purpose of education?
[no data available].
i19. What is the definition of a 'successful' individual?
The importance attached to titles and positions has decreased considerably
Many younger professionals seek titles or positions to be accepted or credible.
Success is not clearly defined with no unified view on social or personal success.
Useful 'life skills' (applying skills to life situations, survival) is generally valued.
Parents, rather than youth, value institutional 'milestones' (e.g. graduations).
i20. What goals or styles of life are seen as right vs. wrong?
Success is not clearly defined with no unified view on social or personal success.
Useful 'life skills' (applying skills to life situations, survival) is generally valued.
Independent, meaningful work with sufficient free time is a well-valued lifestyle.
Good health and the existence of friends are seen as elements of good living.
i21. What types of human relationships are cherished?
Today's complex reality makes also human relationships more complex.
Conflict is so characteristic to today's society and life that it causes suspicion.
True friendship is very rare due to the sense of suspicion in human relationships.
i22. What modes of conflict resolution are applied?
Men deal with conflicts in a straightforward manner (e.g. no 'subtle meanings').
Women have a deeper (and emphatic) and more complex approach to conflicts.
Esp. in workplaces, hurt feelings or conflicts are not discussed among the parties.
'Bothering issues' are discussed in a different forum (e.g. among near friends).
Human relationships are more complex; 'friendship' or 'conflict' is less clear-cut.
Conflict is so characteristic to today's society and life that it causes suspicion.
i23. What is the role of authority in a social unit/system?
Practically (e.g. in classrooms) some authority or discipline is seen as necessary.
The authority of an honest leader is more easily followed and accepted.
Authorities are not accepted without question it is deserved not demanded.
Individual independence has become highly valued.
The value of leadership for 'holding the strings together' is being re-established.
Leadership that gives sufficient latitude of action for its subordinates is valued.
Capacity to manage change is seen as a standard for good leadership.
i24. What ideals of decision-making are followed?
On the grass-root level, less collective decision-making seems to take place.
Often responsibility is just divided and each makes decision independently.
Leadership that gives sufficient latitude of action for its subordinates is valued.
Ability to leave space for decision-making on lower levels is valued.
Organizations are cut in smaller sub-divisions limiting the scope of leadership.
Leadership becomes more atomistic enabling less visionary development.
i25. What ideals of leadership are followed?
The authority of an honest leader is more easily followed and accepted.
Authorities are not accepted without question it is deserved not demanded.
Leadership that gives sufficient latitude of action for its subordinates is valued.
Ability to leave space for decision-making on lower levels is valued.
Capacity to manage change is seen as a standard for good leadership.
Organizations are cut in smaller sub-divisions limiting the scope of leadership.
Leadership becomes more atomistic enabling less visionary development.
i26. What is the patriotic identity of a citizen?
Language is an important element of national identity.
For women, the good status of Finnish women is a cause of national pride.
The Finnish egalitarian welfare system is justification for patriotic pride.
Emotional experiences of one's country create a sense of national self-esteem.
Serene nature experiences are, perhaps, a strong builders of patriotic identity.
Sports are not such a patriotic issue as it seems, but a popular feeling/experience.
Today, many elements of patriotism come from the media (are editorial choices).
i27. What is the value of the individual in society?
Those who can do productive work (are not dependent on others) are valued.
Those who cease being 'productive' are institutionalized and become 'recipients'.
Those who become 'recipients' feel as 'useless citizen' and lose their self-respect.
i28. What is the value of sub-cultures in society?
Active tolerance has increased (e.g. Sámi cultural empowerment).
Ethnic minorities are often valued in their cultural 'products' (art, artefacts etc.).
Ethnic minorities are not seen as contributors to community and social models.
i29. What is the self-image of the individual in society?
Those who cease being 'productive' are institutionalized and become 'recipients'.
Those who become 'recipients' feel as 'useless citizen' and lose their self-respect.
i30. What is the role of society towards the individual?
Many see 'the society' as taxes and services i.e. the welfare state.
Basic security for immediate future is the main expectation towards the society.
i31. What is the self-image of sub-cultures in society?
The Sámi and the Gypsies do not feel as an integrated part of the Finnish society.
The Swedish minority is well integrated into the society and does not feel isolated.
The Gypsies may feel taking advantage of the society to the extent possible.
Historical ethnic minorities can take pride in their cultural uniqueness and identity.
Refugees' identity is different: they come to a country with no historical frame.
i32. What is the role of society towards sub-cultures?
The society is seen responsible to uphold ethnic, cultural and ideological plurality.
The society is seen responsible to care for the welfare of refugees that are taken.
i33. What is the definition of a 'successful' society?
[no data available].
i34. What are the criteria for distinguishing right vs. wrong?
Ethical models come from outside the social heritage (public effect, media etc.)
Ethical models provided today are more complex diversified, and less tangible.
There is less discussion on right vs. wrong and the consequences of one's action.
The concept of right vs. wrong has become ambiguous, the whole question is lost.
i35. What is the near and distant future of the world/society?
There is hardly any unified view of the future predominant among Finns today.
Finns are optimistic about their own future (focussed on economic development).
About world futures, Finns are more sceptical (or fearful), but they do not despair.
i36. Can the future be influenced? How?
Most (incl. decision-makers) feel that future cannot be influenced significantly.
World futures, in particular, are felt to be out of the influence of one nation.
Decision-making is felt to be withdrawing further from the reach of lower levels.
Educational choices are seen as possible tools and strategies for futures building.
Educational choices are not seen as properly applied as tools for futures building.
3.3. INTERVIEW IN RUSSIA ON EDUCATIONAL PARADIGM
(Regarding data processing, see Section 4.4.1.)
INTERVIEW #1R:
LOCATION:
DATE & TIME:
DURATION:
INTERVIEWER:
INTERVIEWEES:
INTERPRETER:
|
Educational paradigm.
Ryazan, Russia (Children's library, reading hall).
Tuesday, 27 June 2000, at 1300.
1355-1510, 1h 15min.
Izadi, Partow.
A senior history teacher; high school
A senior technical sciences docent; university
A senior French teacher; high school
A senior technical sciences academician; university
A science & technology professor; educational scholar
Dorzhieva, Oxana.
|
TAPE COUNTER:
i1-i5 1/A:000 - 1/A:210
i6-i13 1/A:211 - 1/A:311
i14-i18 1/A:312 - 1/A:421
i19-i22 1/A:422 - 1/A:521
i23-i25 1/A:522 - 1/A:594
i26-i33 1/A:595 - 1/A:end
i34-i36 1/B:007 - 1/B:119
i1. What aspects of the universe are considered real or objective?
Values, life purposes etc. were not matters of opinions but matters of fact.
i2. What is the position and role of human beings on this planet?
All were thought to have a great task to fit into in order to reach great heights.
One's lifework was with the "Soviet progress" and its final goal, Communism.
Being human (with intellect and personality) was something to be proud of.
The humanitarian aspect of being a human was not very much emphasized.
Humans (as apart from animals) have speech, intellect, conscience.
The difference between humans and animals was seen in a materialistic point of view.
The difference between human beings and other creatures were taken as facts.
Values, life purposes etc. were not matters of opinions but matters of fact.
i3. What is the purpose of human life?
All were thought to have a great task to fit into in order to reach great heights.
One's lifework was with the "Soviet progress" and its final goal, Communism.
Being human (with intellect and personality) was something to be proud of.
The humanitarian aspect of being a human was not very much emphasized.
Humans (as apart from animals) have speech, intellect, conscience.
The difference between humans and animals was seen in a materialistic point of view.
Survival was not an issue everything had been taken care of by the system.
Life was competition: to strive for higher accomplishment more than the others.
i4. What is the purpose of human society?
Soviet society was thought as very progressive, with Communism as its final goal.
The view on society was very holistic and also very rigid, both at the same time.
i5. What is the purpose of education?
Education was very goal-oriented and strongly based on the Communist ideology.
The educational system was harnessed to serve the goal of Communism.
The educational system was harnessed to mobilize human resources for the goal.
Education is the primary method (all others are secondary) to influence the future.
Scientific and technological advancement where not as important as education.
i6. What are the school subjects that are taught?
All subjects were considered important and not secondary or auxiliary.
Esp. on the secondary level: Russian, literature, math, chemistry, history, biology.
Esp. on the secondary level: physical training/sports was one of the priorities.
Esp. on the secondary level: Communist philosophy.
i7. How language is taught, what is the essential approach?
The 60s and 70s were different in method (in general, i.e. in all subject).
i8. How geography is taught, what are the essential topics?
[no data available].
i9. How mathematics is taught, what are the essential aspects?
Sometimes logic was taught as a separate subject.
i10. How arts/music are taught, what is the essential purpose?
Drawing and singing was considered of importance.
i11. How social topics are taught, what are the essential points?
Sometimes Soviet constitution was taught as separate subject.
i12. How history is taught, what are the essential topics?
Religion was not taught; in history, it was dealt with as an historical phenomenon.
i13. How religion is taught, what is the essential message?
Religion was not taught; in history, it was dealt with as an historical phenomenon.
i14. How are students punished for undesirable behaviour?
Bad students got negative feedback mainly through bad marks and re-examinations
There was collective pressure and additional courses for bad students.
Physical punishment was not used.
Good students were to help weak students.
The teacher was to organize a system for good students helping out bad ones.
Punishment and encouragement, both were used as needed.
i15. How are students rewarded for desirable behaviour?
Good students were encouraged and commended in various ways
Certain kind of 'praising lists' were used.
Sometimes, a special medal or a trip to a nice camp was awarded.
Good students were to help weak students.
The teacher was to organize a system for good students helping out bad ones.
Punishment and encouragement, both were used as needed.
i16. How are students punished for undesirable ideas?
Bad students got negative feedback mainly through bad marks and re-examinations
There was collective pressure and additional courses for bad students.
Physical punishment was not used.
Good students were to help weak students.
The teacher was to organize a system for good students helping out bad ones.
Punishment and encouragement, both were used as needed.
i17. How are students rewarded for desirable ideas?
Good students were encouraged and commended in various ways
Certain kind of 'praising lists' were used.
Sometimes, a special medal or a trip to a nice camp was awarded.
Good students were to help weak students.
The teacher was to organize a system for good students helping out bad ones.
Punishment and encouragement, both were used as needed.
i18. What is the purpose of educational feedback?
Goal: to make the student learn as much as possible; the system was competitive.
i19. What is the definition of a 'successful' individual?
A successful person was one who fought for Communism and worked in team.
Even sacrifice for the whole was not considered too great a price.
An unsuccessful person was one who worked not, who had no goals.
An unsuccessful person was one with a fruitless life (such as the 'winoes').
Particularly people with high professional goals were appreciated.
E.g., children who wanted to become cosmonauts, scientists etc. were appreciated.
Also the ordinary worker was (in principle) valued and considered successful.
i20. What goals or styles of life are seen as right vs. wrong?
A worthy lifestyle was one of fighting Communism and working in team.
Even sacrifice for the whole was not considered too great a price for worthy living.
A worthless lifestyle was one of not working, having no goals.
A worthless lifestyle was one that was fruitless (such as the 'winoes').
i21. What types of human relationships are cherished?
Mutual fidelity, trust, self-sacrifice were most valued in personal relationships.
Fidelity, trust, self-sacrifice were also practically present between close friends.
Family relationships were very highly cherished and enjoyed.
Understanding and partnership between husband & wife was considered essential.
Everyone shared everything (e.g. snack in the train but also in all life situations).
i22. What modes of conflict resolution are applied?
Superficial conflicts did happen (like children: first hot fighting, soon all is fine).
i23. What is the role of authority in a social unit/system?
A hierarchical structure of authority was built into the social system.
In the class there were positions/privileges achieved for certain accomplishments.
Accomplishments (e.g. good study or organizing) were monitored systematically
A 'ranking' system existed also in other connections (working places etc.).
There were also 'unofficial' leaders, who braved the etiquette or some of the rules.
E.g., one openly disagreeing with the teacher (very rare) could become popular.
i24. What ideals of decision-making are followed?
A hierarchical structure of authority was built into the social system.
In the class there were positions/privileges achieved for certain accomplishments.
Accomplishments (e.g. good study or organizing) were monitored systematically
A 'ranking' system existed also in other connections (working places etc.).
There were also 'unofficial' leaders, who braved the etiquette or some of the rules.
E.g., one openly disagreeing with the teacher (very rare) could become popular.
i25. What ideals of leadership are followed?
A hierarchical structure of authority was built into the social system.
In the class there were positions/privileges achieved for certain accomplishments.
Accomplishments (e.g. good study or organizing) were monitored systematically
A 'ranking' system existed also in other connections (working places etc.).
There were also 'unofficial' leaders, who braved the etiquette or some of the rules.
E.g., one openly disagreeing with the teacher (very rare) could become popular.
i26. What is the patriotic identity of a citizen?
National identity was no problem: Russian national identity was the rule.
Russian national identity embraced and assimilated different peoples.
The were considered to be no separate peoples but all were one great nation.
The Second World War and its outcome brought a great sense of patriotism.
The heroes of the Second World War were the heroes of labour and national celebrities.
i27. What is the value of the individual in society?
Sense of initiative decreased; everything was done ready by the government.
i28. What is the value of sub-cultures in society?
None could claim being purely Russian: for generations people have mixed.
All nationalities within the country were very much loved, all felt like one family.
Yet, there are conflicts now: they must have been gradually building for decades.
i29. What is the self-image of the individual in society?
Sense of initiative decreased; everything was done ready by the government.
i30. What is the role of society towards the individual?
Sense of initiative decreased; everything was done ready by the government.
i31. What is the self-image of sub-cultures in society?
None could claim being purely Russian: for generations people have mixed.
All nationalities within the country were very much loved, all felt like one family.
Yet, there are conflicts now: they must have been gradually building for decades.
i32. What is the role of society towards sub-cultures?
None could claim being purely Russian: for generations people have mixed.
All nationalities within the country were very much loved, all felt like one family.
Yet, there are conflicts now: they must have been gradually building for decades.
i33. What is the definition of a 'successful' society?
Soviet society was thought as very progressive, with Communism as its final goal.
The view on society was very holistic and also very rigid, both at the same time.
i34. What are the criteria for distinguishing right vs. wrong?
Everything was very strict in the country.
While the system was rigid, it was thought that all can build their own happiness.
The purpose was to show that the Socialist way of life was the only right way.
The criteria for right vs. wrong was based both on tradition and ideology.
Many of the values of society were in reality based on religion/Christianity.
i35. What is the near and distant future of the world/society?
World future was seen in the furtherance of Socialism, then Communism.
It was even thought that Communism would pervade the world in the '80s.
The future of the world was not seen only as communistic.
The crisis of capitalism was always expected to appear behind the next corner.
The future was seen possibly as chaotic but holding considerable hope.
The future view was generally very optimistic.
Foremost task: to build for children a materially and spiritually enlightened society.
It was thought that certain sacrifices must now be made to realize the goal.
i36. Can the future be influenced? How?
Education is the primary method (all others are secondary) to influence the future.
Scientific and technological advancement where not as important as education.
Sometimes logic was taught as a separate subject.
3.4. INTERVIEW IN RUSSIA ON CONDITION OF SOCIETY
(Regarding data processing, see Section 4.4.1.)
INTERVIEW #2R:
LOCATION:
DATE & TIME:
DURATION:
INTERVIEWER:
INTERVIEWEES:
INTERPRETER:
|
Condition of society.
Ryazan, Russia (home of Mss. Dorzhieva & Podpisnova).
Monday, 26 June 2000, at 1600.
1615-1820, 2h 5min.
Izadi, Partow.
A first aid medic; lower mid.age
A computer student; young
An English student; young [only partly participating]
A librarian; upper mid.age
A housewife; upper mid.age
A journalist; specialist
Dorzhieva, Oxana.
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TAPE COUNTER:
i1-i4 1/A:000 - 1/A:194
i19-i22 1/A:195 - 1/A:551
i23-i25 1/A:552 - 1/B:165
i26-i33 1/B:166 - 2/A:034
i34-i36 2/A:035 - 2/A:223
i1. What aspects of the universe are considered real or objective?
[no data available].
i2. What is the position and role of human beings on this planet?
[no data available].
i3. What is the purpose of human life?
Most (esp. uneducated) people do not reflect on things like the purpose of life.
The goal for many: get a livelihood (education and job to sustain oneself/family).
Education as such is also a primary value.
Survival, as such, is the life goal for many people.
As people grow older/mature, their life goals may change (e.g. peace, money).
All in all, goals are very diverse.
i4. What is the purpose of human society?
People do not think much about such things as the purpose of society.
In general, people feel that society is needed for man.
Without society, there is no prosperity (e.g. education) for the individual either.
i5. What is the purpose of education?
[no data available].
i19. What is the definition of a 'successful' individual?
Ideals differ: e.g. money/career, family/children, ascetic 'Indian yoga' life.
Perhaps family/children and education/work are seen as important.
For men: job and house, children who carry ones name (family oriented issues).
For women too, both prosperity of children and success in career are important.
Perhaps, the most despised people are those who are like parasites in the society.
Some despise those capable of surviving, others despise those who are idle.
The understanding may be different depending on the generation one represents.
i20. What goals or styles of life are seen as right vs. wrong?
Ideals differ: e.g. money/career, family/children, ascetic 'Indian yoga' life.
Perhaps family/children and education/work are seen as important.
For men: job and house, children who carry ones name (family oriented issues).
For women too, both prosperity of children and success in career are important.
Perhaps, the most despised people are those who are like parasites in the society.
Some despise those capable of surviving, others despise those who are idle.
The understanding may be different depending on the generation one represents.
i21. What types of human relationships are cherished?
Family and children are considered very important human relationships.
A true friend, one whom you know would never betray you.
Older people feel finding true friends not very hard; younger ones deem it harder.
i22. What modes of conflict resolution are applied?
Conflict settlement in the family depends on the level of education.
Family conflicts depend on the ex./lack of common goals (e.g. children's welfare).
In educated families, conflicts are settled civilly (discussion, mutual agreement).
In less educated families, fights break out frequently.
Among friends, conflicts are usually easy to settle; they break out less frequently.
Disputes between colleagues and in work places are a more complicated issue.
Disagreement between the boss and the subordinate leads hardly to any argument.
Two equals may dispute subtly going on for long periods (competing/degrading).
Frank disputes of colleagues may be hot but short, easily settled and forgotten.
i23. What is the role of authority in a social unit/system?
Disagreement between the boss and the subordinate leads hardly to any argument.
People want strong leaders but do not want to be told what to do.
People do not like authorities but are used to function through obeying.
Some form of authority are considered necessary to manage the life of the society.
A good leader is considered to be one who listens to the opinions of everyone.
A good leader is considered to be one whom people want to follow as their leader.
A good leader is considered to be one who can be an example to others.
A good leader is considered to be one who thinks of others before himself.
A good leader is considered to be one with high level of culture and knowledge.
A good leader is considered to be one who has vision.
i24. What ideals of decision-making are followed?
Conflict settlement in the family depends on the level of education.
Family conflicts depend on the ex./lack of common goals (e.g. children's welfare).
In educated families, conflicts are settled civilly (discussion, mutual agreement).
In less educated families, fights break out frequently.
Disputes between colleagues and in work places are a more complicated issue.
Disagreement between the boss and the subordinate leads hardly to any argument.
Two equals may dispute subtly going on for long periods (competing/degrading).
Frank disputes of colleagues may be hot but short, easily settled and forgotten.
Usually, the mode of leadership is through dictation, although often 'masked'
The dictating mode of leading is today challenged by growing numbers of people.
Many leaders are considered old-fashioned in their way of wielding authority.
A good leader is considered to be one who listens to the opinions of everyone.
i25. What ideals of leadership are followed?
Disagreement between the boss and the subordinate leads hardly to any argument.
People want strong leaders but do not want to be told what to do.
People do not like authorities but are used to function through obeying.
Some form of authority are considered necessary to manage the life of the society.
Usually, the mode of leadership is through dictation, although often 'masked'
The dictating mode of leading is today challenged by growing numbers of people.
Many leaders are considered old-fashioned in their way of wielding authority.
A good leader is considered to be one who listens to the opinions of everyone.
A good leader is considered to be one whom people want to follow as their leader.
A good leader is considered to be one who can be an example to others.
A good leader is considered to be one who thinks of others before himself.
A good leader is considered to be one with high level of culture and knowledge.
A good leader is considered to be one who has vision.
i26. What is the patriotic identity of a citizen?
One's history and language are essential elements of one's patriotic identity.
Achievements in arts and literature are considered as signs of the success.
Achievements in arts and literature are a great source of collective pride.
Achievements in arts and literature were even more strongly valued earlier.
It may be that patriotic feelings are not very strong among today's Russians.
Mainly, national identity comes from education given (or not given) by parents.
Perhaps nostalgic sentiments are the strongest form patriotic feelings.
Perhaps, the sense of cultural identity is stronger among minorities than Russians.
i27. What is the value of the individual in society?
Formerly collectiveness and full equality of all where emphasized.
Today, solos working alone against others/society are seen as kind of heroes.
People are becoming more tolerant to different individuals.
People today also appreciate more highly special or unique type of personalities.
People feel freer today to express their individual inclinations and views.
There are still doubts on how much one can bring his/her personality forth.
The system is not felt to enable/encourage bringing one's qualities to general use.
i28. What is the value of sub-cultures in society?
Earlier, Russians were as elder brothers and others in Russia as younger brothers.
One from a minority, living in the domestic region, does not feel like a 'minority'.
One from a minority, if in a typically Russian region, feels being in the 'minority'.
There are some nationalistic sentiments causing intolerance towards minorities.
Minority ethnicities are freer to practice their culture (no one is stopping them).
Minority cultures certainly do not feel that they are encouraged to flourish.
The society does not provide much support for the practice of minority cultures.
i29. What is the self-image of the individual in society?
Formerly collectiveness and full equality of all where emphasized.
Today, solos working alone against others/society are seen as kind of heroes.
People feel freer today to express their individual inclinations and views.
There are still doubts on how much one can bring his/her personality forth.
The system is not felt to enable/encourage bringing one's qualities to general use.
Perhaps, the sense of cultural identity is stronger among minorities than Russians.
i30. What is the role of society towards the individual?
The system is not felt to enable/encourage bringing one's qualities to general use.
It is thought as the highest duty of the society to provide of education for all.
It is thought as the duty of the society to provide health services.
It is thought as the duty of society to protect against the enemy or criminals etc.
i31. What is the self-image of sub-cultures in society?
Earlier, Russians were as elder brothers and others in Russia as younger brothers.
One from a minority, living in the domestic region, does not feel like a 'minority'.
One from a minority, if in a typically Russian region, feels being in the 'minority'.
Minority ethnicities are freer to practice their culture (no one is stopping them).
Minority cultures certainly do not feel that they are encouraged to flourish.
The society does not provide much support for the practice of minority cultures.
Many sub-cultures are passive in seeking to regain cultural rights/opportunities.
i32. What is the role of society towards sub-cultures?
Minority ethnicities are freer to practice their culture (no one is stopping them).
Minority cultures certainly do not feel that they are encouraged to flourish.
The society does not provide much support for the practice of minority cultures.
Generally, people do not think about the role of society towards its sub-cultures.
Little is expected of the government (getting back cultural sites/buildings/lands).
Many sub-cultures are passive in seeking to regain cultural rights/opportunities.
i33. What is the definition of a 'successful' society?
Achievements in arts and literature are considered as signs of the success.
Achievements in arts and literature are a great source of collective pride.
Achievements in arts and literature were even more strongly valued earlier.
In general, people feel that society is needed for man.
Without society, there is no prosperity (e.g. education) for the individual either.
i34. What are the criteria for distinguishing right vs. wrong?
People seldom think that their value choices would effect the future of the society.
It is mostly general 'common sense' defining people's choices of right vs. wrong.
General 'common sense' is based on tradition learned at home.
General 'common sense' is based on tradition in the society in general.
General 'common sense' learned at home and in the society may differ greatly.
Most people also make up their own mind on what is right vs. wrong.
i35. What is the near and distant future of the world/society?
The near future is hardly considered by the ordinary people.
People are just tired and try to carry on their daily lives.
People may still feel that there is some hope and try hard to get their lives better.
Down deep people are hopeful that the distant future will be much better.
People are hopeful that things in Russia may turn out well but not in a near future.
The future of the world hardly touches the ordinary people.
People hope for peace and many think that it is time to believe in its possibility.
i36. Can the future be influenced? How?
People feel generally helpless in influencing the future.
People do not feel their views or actions have influence on the shape of the future.
People seldom think that their value choices would effect the future of the society.
Education is considered as means of influencing at least ones own future.