Global Education (GE)

IN QUEST OF THE SCIENCE OF EDUCATION
FROM REDUCTIONISTIC DISCOURSE TO SYSTEMIC THEORY
Appendix 3

OUTPUT OF
RAW DATA




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:  
    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

    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.

    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.