4.1. INTERVIEW IN FINLAND ON EDUCATIONAL PARADIGM
(Regarding data interpretation, see Section 4.4.2.)
INTERVIEW #1F:
LOCATION:
DATE & TIME:
DURATION:
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Educational paradigm.
Oulu, Finland (City library, conf.room #1).
Monday, 22 May 2000, at 1200.
1215-1530, 3h 15min.
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f1a. The adhered to world-view and norms:
Key words: patriotism, survival, realism, religion.
Summary:
Humans as national or patriotic beings, citizens 'worthy of the society'.
National unity and a secure future, surviving the post-war situation, confessional religious patriotism, the force of tradition.
Self-sufficiency and giving one's share in the work of the society, a sense of collective responsibility.
National pride in paying the war debts, in sport achievements, in technological advances, in the system of social welfare and in the Finnish nature.
Fear and suspicion due to the cold war and the Soviet neighbour, faith in a prosperous national future and the future of the world.
f1b. The adopted educational objectives and goals:
Key words: patriotism, self-sufficiency, collective responsibility, homogeneity.
Summary:
Producing citizens 'worthy of the society', becoming patriotic, surviving in the post-war situation, securing the future (not to build new futures).
The force of tradition, self-sufficiency and giving one's share in the work of the society, success acquired from 'hard work'.
From elitist (classical) to egalitarian (everything for everyone) education, homogenising education, a sense of collective responsibility.
f1c. The task of education regarding socio-cultural preservation:
Key words: preservation, security, survival, homogeneity, cultural insensitivity.
Summary:
Education more for preservation than reforming: securing the future, preserving independence, surviving the post-war situation; religious education confessional and patriotic; history as that of independence.
Education homogenising; a greater sense of collective responsibility and social support; no culture-specific education (e.g. for S mi or Gypsy).
Fear and suspicion due to the cold war and the Soviet neighbour; yet faith in national future and the future of the world.
f1d. The task of education regarding socio-cultural progression:
Key words: non-reforming, cultural insensitivity, cautious optimism.
Summary:
Education more for preservation than reforming education homogenising; no culture-specific education (e.g. for the S mi or Gypsy languages).
Pride in post-war technological advances and in the system of general social welfare.
Despite fears due to the cold war and the Soviet neighbour, yet faith in national future and the future of the world.
f1e. The task of education regarding socio-cultural integration:
Key words: socio-cultural integration, egalitarianism, social justice.
Summary:
Education for producing citizens 'worthy of the society' and for securing the future; religious education highly confessional.
Moving from elitist (classical) to egalitarian very homogenising; a greater sense of collective responsibility.
Society seen responsible for the welfare of all, not particularly sub-cultures; no culture-specific education for sub-cultures.
Upright, just and authoritative leadership venerated; decision-making relatively democratic; open conflict not usual.
f1f. The assigned educational contents and subjects:
Key words: patriotism, languages, matriculation examination, lack of materials.
Summary:
Goal of high school: matriculation examination; emphasis on languages for international competitive competencies, commerce and political stability; geography, arts and music etc. with less importance.
Religious education confessional and patriotic (other religions almost absent); history as that of the nation's independence.
In languages, translation of texts between languages the main method; in the Finnish language, emphasis on patriotic literature (e.g. Kalevala); a very acute lack of teaching materials (textbooks etc.).
f1g. The applied educational methods and tools:
Key words: authoritative leadership, stereotypes, scarcity.
Summary:
Upright and just leadership; rectifying 'speech'; good and bad grades; putting out of the class or keeping in detention.
History from the point of view of the nation's independence, stereotypical views of other cultures, other religions absent in the curriculum.
Lack of materials, translation of texts.
4.2. INTERVIEW IN FINLAND ON CONDITION OF SOCIETY
(Regarding data interpretation, see Section 4.4.2.)
INTERVIEW #2F:
LOCATION:
DATE & TIME:
DURATION:
|
Condition of society.
Rovaniemi, Finland (City library, conf.room #1).
Thursday, 25 May 2000, at 1200.
1225-1535, 2h 40min.
|
f2a. The prevailing beliefs and values:
Key words: ambiguity, survival, complexity, suspicion.
Summary:
Humans mammals with rational abilities, right vs. wrong and purpose of life become ambiguous, not pondered; human life a pragmatic survival.
Human relationships complex, conflict characteristic; sense of suspicion.
Society seen as taxes and services (the welfare state); productive work (not being dependent on others) valued.
Patriotic identity based on language, egalitarian welfare system, serene nature experiences; active tolerance increased.
No predominant unified view of the future; future seen as uncertain but not pessimistic; influencing the future seen unfeasible.
f2b. The adopted forms of leadership and administration:
Key words: value of leadership, atomistic & non-visionary, immediate future.
Summary:
Value of leadership being re-established when giving sufficient latitude for lower levels valued and capable of managing change.
Leadership become more atomistic, less visionary; decision-making withdrawing from the reach of the grass-roots level.
Society seen responsible for basic security and immediate future, also for upholding ethnic, cultural and ideological plurality.
Decision-makers feel that future cannot be influenced significantly; educational choices seen as possible futures tools for futures building.
f2c. The assigned social functions and roles:
Key words: ambiguity, individual survival, atomistic, tolerance.
Summary:
Success not clearly defined, importance of titles decreased, individual independence and productivity valued.
Human relationships complex, suspicion common, true friendships rare.
Leadership in managing change with sufficient latitude to lower levels valued; leadership more atomistic, less visionary.
Active tolerance increased; minorities not seen as social contributors.
f2d. The prevalent modes of social activity and interaction:
Key words: complexity, vagueness, atomistic, distance.
Summary:
Relationships complex, conflict and suspicion characteristic, concept of 'friendship' or 'conflict' vague.
Authority atomistic, less collective decisions on the grass-roots level.
Work valued, lack of productivity causing marginalisation.
Minorities valued 'from a distance' with little true interaction.
f2e. Evidences of social purpose and commitment:
Key words: vagueness, collective welfare, individualism, desire for purpose.
Summary:
Futures view vague, nationally optimistic, globally sceptical.
Social purpose based on collective welfare under one system and pursuit of personal welfare within that system; plurality valued.
Commitment to human relationship, friendship etc. complex and vague; personal independence and success (vaguely defined) highly valued.
Leadership desired for sense of collective purpose; visionary leadership less possible.
f2f. Evidences of diversity as a collective social resource:
Key words: tolerance, equality, separation, individualism, complexity.
Summary:
Tolerance more active; ethnic diversity required to be upheld, but not tapped.
Individual practical capacity appreciated; personal formal accomplishment not very valued; independence hold important.
Complexity (disordered diversity) makes personal relationships complex, conflict becomes characteristic.
Capacity to manage and diversity, to allow freedom in application, valued in leadership.
f2g. Evidences of diversity of practice in collective values/goals:
Key words: inclusive leadership, pluralism, complexity, uncertainty.
Summary:
Capacity to manage change and giving latitude to lower levels appreciated in leadership; leadership often visionless, atomistic.
Society taking more responsibility for ethnic, cultural and ideological plurality; no integrative approach.
No unified view on social or personal success; personal independence and productivity sought.
Human relationships complex; concepts of 'friendship' or 'conflict' less clear-cut.
4.3. INTERVIEW IN RUSSIA ON EDUCATIONAL PARADIGM
(Regarding data interpretation, see Section 4.4.2.)
INTERVIEW #1R:
LOCATION:
DATE & TIME:
DURATION:
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Educational paradigm.
Ryazan, Russia (Children's library, reading hall).
Tuesday, 27 June 2000, at 1300.
1355-1510, 1h 15min.
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f1a. The adhered to world-view and norms:
Key words: communism, goal-orientation, achievement, optimism, collectivism.
Summary:
Humanity intellect, personality, speech, conscience valued, materialistic view; values taken as facts, based on tradition and ideology.
Holistic and rigid view on society, purpose: Soviet progress, Communism; all had a great task: achieve excellence in servicing common good.
National identity based on Russian identity, which embraced and assimilated different peoples into one great nation.
Education main method of future building, goal-oriented for Communism.
Futures view optimistic; world future seen in the furtherance of Socialism, then Communism; the crisis of capitalism expected.
f1b. The adopted educational objectives and goals:
Key words: goal-orientation, education for future, pursuit of excellence.
Summary:
Future seen optimistically and as the fruition of Communism; education very goal oriented and the primary method to effect that future
Values and norms formally aimed at a Socialist way of life, practically based both on tradition and ideology (and even religion).
Success seen in striving for Communism, serving the whole, working in team, pursuing excellence in all aspirations (esp. professional).
Fidelity, trust, self-sacrifice valued in highly in private life.
f1c. The task of education regarding socio-cultural preservation:
Key words: future-oriented preservation, cultural assimilation, collectivism.
Summary:
Education goal-oriented, based on the Communist ideology; education primarily a method to influence the future (not to preserve).
National identity based on Russian identity embracing other, no separate peoples (all one great nation); religion belittled, not preserved.
f1d. The task of education regarding socio-cultural progression:
Key words: futures-oriented education, monocultural progression.
Summary:
World future in furtherance of Communism, future optimistic; goal-orientation for building a materially and spiritually enlightened society.
Education primary method to influence the future, goal-oriented, based on Communist ideology, harnessed to mobilize human resources for this.
Soviet society considered progressive, simultaneously holistic and rigid; did not encourage a sense of initiative.
Sub-cultures assimilated in the flow of collective progress.
f1e. The task of education regarding socio-cultural integration:
Key words: collective integration, cultural assimilation.
Summary:
Education harnessed for Communism, mobilize human resources for this; foremost task: build a materially and spiritually enlightened society.
Soviet society considered progressive, holistic and rigid simultaneously; hierarchical structure of authority; decreased sense of initiative.
Russian national identity assimilating different peoples; no separate peoples considered, all one nation.
f1f. The assigned educational contents and subjects:
Key words: pursuit of excellence, scientific & artistic accomplishment.
Summary:
Assuming a great task to further the society and to pursue high accomplishment strongly emphasized and systematically implemented.
Science and sports strongly emphasized, also drawing and singing; logic and constitutional issues sometimes a focus.
f1g. The applied educational methods and tools:
Key words: merit system.
Summary:
Methods aimed at making students learn as much as possible; a competitive system with rankings and various types of commendation.
Good students were to help weak students; both reward and punishment used (no physical punishment).
'Unofficial' leaders existed, those becoming popular by braving the etiquette or some of the rules (very rare).
4.4. INTERVIEW IN RUSSIA ON CONDITION OF SOCIETY
(Regarding data interpretation, see Section 4.4.2.)
INTERVIEW #2R:
LOCATION:
DATE & TIME:
DURATION:
|
Condition of society.
Ryazan, Russia (home of Mss. Dorzhieva & Podpisnova).
Monday, 26 June 2000, at 1600.
1615-1820, 2h 5min.
|
f2a. The prevailing beliefs and values:
Key words: pluralism, survival, lack of perspective, vague hope.
Summary:
Values based on 'common sense', very diverse; survival as a common life goal; family/children, friendship and trust cherished; education as a value.
Society as provider of education, health services and protection for all; focus changing from collectivity to individuality.
Patriotism derived from history/language, art/literature, nostalgic sentiments; patriotism not very high; minorities more patriotic.
Sense of helplessness towards future; one's choices felt indifferent; hopefulness about the distant future of Russia; world futures distant, peace felt remotely possible.
f2b. The adopted forms of leadership and administration:
Key words: transformation, helplessness, hope.
Summary:
Old fashion authority disliked but people used to function through obeying orders, just and encouraging leaders wanted.
Highest duty of society seen as provision of education for all, society not providing much support for minority cultures.
Settlement of disputes varies from frank and quick to subtle and continued.
General feeling of helplessness in influencing the future; some hope maintained for a better Russia and peace.
f2c. The assigned social functions and roles:
Key words: survival, diversity, independence, problematic leadership.
Summary:
Parasites of society despised, surviving valued; family, children, true friends valued; life pursuits differ between generations.
Appreciation of diverse or unique individualities increasing.
Conflict settlement depends on education, varies in the family, between friends, colleagues or boss and subordinate.
Minorities more independent but their value/role not really increased.
Strong, just leaders valued, but dictating authority shunned.
f2d. The prevalent modes of social activity and interaction:
Key words: closeness yearned, heterogeneity, insensitive system.
Summary:
Family and children and true friends as cherished social relationships.
Interaction in conflict situations context-dependent: family (educated/not educated), friends, boss-employee, colleagues.
Dictating still a common (albeit 'masked') mode of leadership.
The system not felt to enable/encourage self-expression and bringing the individual's qualities to general use.
Minorities freer but not encouraged to flourish; many inactive.
f2e. Evidences of social purpose and commitment:
Key words: helplessness, hopefulness, desire for justice, desire for belonging.
Summary:
General feeling of helpless in relation to future; tentative hopefulness for a better future in Russia and peace in the world.
Strong leaders wanted but people do not want to be told what to do; visionary, upright and considerate emphatic leaders desired.
History, language, cultural achievements valued as national success; patriotism not very strong among Russians, stronger among minorities.
Life ideals very varied (money and career, family and children, ascetic 'Indian yoga' life etc.); close relationships cherished.
f2f. Evidences of diversity as a collective social resource:
Key words: tolerance, non-integration.
Summary:
Dictating leadership common but challenged by growing numbers; a good leader considered to listens to all opinions.
Tolerance and appreciation of different types increased; more freedom of expression, but personal qualities not utilized by the system.
Minority cultures freer to practice but not encouraged to flourish.
f2g. Evidences of diversity of practice in collective values/goals:
Key words: lack of coherence, no collective commitment, commitment to self.
Summary:
Former collectivity gone; individual success emphasized, but not incorporated to common welfare.
Earlier monoculturalism gone; minority cultures gained more freedom but not integrated as flourishing elements of the larger society.
Education deemed as a central common goal and safeguard for future; one's own choices not seen as a factor of common future.