Problems of development of philological
education at the present stage

Traditionally, the priority tasks of Russian education, in addition to the formation of a certain amount of theoretical knowledge and practical skills, include the moral education of a person. Today there is a lot of talk about the fact that spirituality is the basis on which the existence and normal functioning of society is based. The role of philological subjects in this regard can hardly be overestimated, since it is they that contribute to the formation of moral ideals and, thus, direct the development of personality in the right direction. But it is very important that those who have knowledge use it for the benefit and not to the detriment of others. It is not surprising, therefore, that today, when the domestic education system is going through difficult times, philological training of specialists, regardless of their main field of activity, is acquiring new importance. However, despite the growing interest in this area of ​​knowledge, practice shows that some issues require additional clarification. These are, in particular, the tasks of philological education at the present stage, the composition of philological sciences and the control of philological knowledge.

Analysis of existing interpretations in science allows us to conclude that philology - this is not a separate science, but a field of knowledge that unites a number of different sciences, the common goal of which is to understand the spiritual achievements of human society through the study of the language in which certain works are created, and culture, without knowledge of which it is impossible to fully understand the meaning of these works. Thus, the goal of philological education is the formation of a wide range of humanitarian knowledge, as well as skills and abilities to work with text. This knowledge, skills and abilities, as well as certain personality qualities, constitute philological competence, the formation of which becomes more successful when its essence is clearly defined. In our opinion, this competence can be considered fully formed if the following components are present: linguistic- skills and abilities that ensure competent language proficiency (basics of phonetics, lexicology, grammar, stylistics); general humanitarian- erudition based on the systematic study of the humanities (history, regional studies, cultural studies, literary studies); personal- spiritual qualities of the individual, norms of behavior, moral ideals; awareness of universal human values; self-educational- skills of independent work, readiness for constant self-education in the field of philology and other sciences; strategic- the ability to apply acquired knowledge from various fields in real life, including to solve various professional problems, to formulate and defend one’s point of view; social- willingness to work with representatives of various social groups, observing the norms of cultural ethics and choosing a way of presenting thoughts that is accessible and understandable to a specific audience; informational- the presence of an information culture that allows the use of the latest information technologies in research work; aesthetic- having the ability for creativity and aesthetic perception of reality, which presupposes a passion for various types of art (fiction, music, painting, theater, cinema, folk art).

The composition of philological sciences is determined by the level of philological competence that students need to achieve, depending on the nature of their future activities. In this regard, it seems appropriate to distinguish three main levels of philological competence: base , which gives school graduates and students of non-linguistic universities the opportunity to use a foreign language in their professional activities and continue language education; narrow philological , providing deep knowledge that allows you to work in the highly professional field of philological research; broad philological , aimed at training philological teachers who, in addition to excellent knowledge of a foreign language, must have broad philological erudition provided by interdisciplinary connections. For each level, there are invariant components (core), which lay the foundation for further specialization, carried out with the help of additional (peripheral) philological disciplines. Core basic level includes subjects such as foreign language, Russian language and literature; core narrow philological level - foreign language (phonetics, grammar, lexicology, oral creativity, stylistics, dialectology), ancient languages, linguistics (introduction to linguistics, general linguistics), literary criticism (history of literature, theory of literature); core broad philological level - practical course of the first and second foreign language, linguistics (introduction to linguistics, general linguistics, history of linguistics), theory and history of the languages ​​studied (history of language and introduction to special philology , theoretical phonetics, lexicology, theoretical grammar, stylistics), introduction to the theory of intercultural communication. Peripheral disciplines that provide additional philological training include: history of language, regional studies, cultural studies ( a basic level of); introduction to philology, history and culture of the country of the language being studied, history of linguistic teachings, theory and practice of translation, speech culture, history of criticism, drama theory, methods of teaching foreign languages, historical and descriptive phonetics of the language being studied, comparative grammar of this group of languages ​​( narrow philological level); pedagogical anthropology, theory of teaching foreign languages, stylistics of the Russian language and speech culture, ancient languages ​​and cultures, cultural studies, psychology and pedagogy, philosophy ( broad philological level).

If we turn to history, we will see that the fundamental basis for the emergence of all philological sciences is the text, and working on it requires the competent use of language. Therefore, in the context of philological education at school and university, it seems appropriate to supplement the field of philology with disciplines aimed at working with text ( literary criticism, textual criticism, source studies, paleography).

For the successful formation of philological competence, the issue of control is also important, which involves, first of all, checking the general cultural level of students and is not only educational, but also educational, educational and developmental in nature. When developing a bank of tasks, the principle of interdisciplinary connections should be taken into account, which allows the use of data from various humanities disciplines - literature, history, world artistic culture, foreign language, linguistics, theory and history of the languages ​​being studied, cultural studies, etc. The systematic use of well-designed tasks can help developing the skills of independent creative work with texts, searching for missing information in dictionaries, reference books and educational literature, a new level of reading and analysis of fiction. Competent control also develops self-control skills and helps to increase the level of student autonomy, which is of no small importance at the present stage of educational development. In the practice of teaching philological disciplines in senior classes of specialized schools and in the first years of language universities, monitoring the level of development of philological competence can be carried out using tasks aimed at checking:

· knowledge of scientific terminology from various humanities disciplines;

· ability to determine the most general meaning of words/concepts, their etymology, frequency, collocation, connotation from the dictionary;

· knowledge/understanding of the differences between variants/styles of the same language;

· knowledge of world history and culture;

· regional knowledge;

· knowledge of various stylistic techniques and other means of expressiveness of speech works.

Of course, the listed types of tasks do not exhaust all possible forms and types of monitoring the development of philological competence, but the creation of such a bank of tasks and specifications of control activities in this area can be attributed to the prospects for the development of domestic philology and methods of teaching the humanities.

Since school graduates entering specialized universities and first-year students of language universities constitute a group of students who should subsequently become specialists in the field of philology, in the process of checking the development of philological competence it is necessary to control:

· general language and speech literacy on a bilingual basis, which involves not only translation from the native language into a foreign language and vice versa, but also the use of authentic texts in the native and foreign languages;

· level of humanitarian knowledge, taking into account interdisciplinary connections, and not just within one discipline;

· ability to work with texts of different styles, nature, volume;

· ability to work with various reference literature; readiness for independent creative research, including the use of modern information technologies; the ability to find and process information, facts, opinions, judgments, as well as form your own opinions and judgments, arguing your position.

Obviously, one of the most important tasks of philological education is to familiarize students with examples of spiritual culture, broaden their horizons and social experience. Studying native and foreign languages ​​contributes to the formation of aesthetic taste. Since language acquisition is based on the study of artistic and cultural-historical texts, it is inevitably accompanied by penetration into other cultures, and therefore an expansion of one’s knowledge about the world around us.

Today, as before, our society needs highly educated people who can solve complex problems. The great achievements of scientific thought, the most important decisions of politicians, the ideas of prominent writers, journalists and public figures bring real benefit only when they are understood by those for whom they are intended, and for this they must be clearly and competently expressed in verbal form. If we turn to history, we will see that important scientific discoveries, as a rule, were made by scientists who had wide erudition thanks to the philological training that was provided by classical education. Those scientists who in various eras turned to philological research possessed truly encyclopedic knowledge. It is enough to mention the names of Aristotle, Varro, and W. Humboldt to understand how important philology is.

Subjects of a philological profile introduce students to independent creative work, which is also important for the development of a modern person. First of all, this function is performed by the study of native and foreign languages. “Children, studying their native language, which they practically already know, are engaged in awareness of their thinking, which is not done - and this must be emphasized in every possible way - in none of the subjects taught at school. However, experience shows that, without a term for comparison, it is very difficult to understand the meanings of words and categories in the native language. Very simply and naturally, a similar term for comparison gives a second, i.e. foreign, language. Here lay, first of all, the general educational significance of Latin, at a time when it had already lost its significance as an organ of the entire culture. Each new foreign word forces us to think about what lies behind it and behind the corresponding Russian word, forces us to think about the very essence of human thought”3. By observing what ways of expressing thoughts exist in our native and foreign languages, we form an idea of ​​the surrounding reality of our own and foreign culture. On the basis of this linguistic consciousness, human thinking is formed. By getting acquainted with the achievements of other cultures in the process of studying their languages, students develop a respectful attitude towards other peoples, which is an important educational factor. At the same time, by comparing different cultures, we learn to appreciate our cultural heritage and be proud of the achievements of our country.

Notes

1 Universal encyclopedic dictionary. M., 2002.

2 Collection tr.: Introduction to the study of philological sciences. M., 2006. P. 76.

3 Language system and speech activity. M., 2007. P. 353.

Philology is the science of language. Taking this term literally, its essence can be revealed as follows: “I love the word.” A specialist in the field of literature is called a philologist. If we take into account that the word is a universal means of communication, then it becomes clear that a person who has a meticulous command of the word is a universal specialist, and the scope of his knowledge is quite extensive.

Philologist ─ what kind of profession is this?

You can become a specialist in philology by receiving an education at a higher educational institution with a humanitarian orientation. Training takes place at the Faculty of Philology. Specialization is carried out in the following areas of humanitarian knowledge:

• Teachers.
• Translators.
• Scientific activity.
• Publishing activities.

According to the specialization, the graduate’s functionality may be in demand in these areas.

Very often, humanitarian competence for career growth and entrepreneurial activity is insufficient. And philologists receive additional higher education in the field of exact knowledge - in technical, natural and social sciences.

Teaching activities

Philologist, what kind of profession is this? The most common answer would be a teacher of Russian language and literature. And this is true.

Russian language and literature is one of the main disciplines and is subject to mandatory certification upon completion of the cycle of incomplete and secondary education. The results are taken into account upon admission to higher educational institutions.

A teacher of Russian language and literature can always find a job in secondary educational institutions, in the system of higher and additional education - everywhere the profession of philologist is needed. A teacher’s salary depends on the rate and level of the educational institution, length of experience, and hourly workload. Corresponds to the average statistical income for a Russian resident, in the range from twenty to forty thousand rubles, depending on the region. Teachers in Moscow have the highest level of income.

Philologist - translator

Philologist in scientific activity

To study the history of its formation and for the depth of knowledge of phenomena in the ontology of language, a profession is needed - a philologist.

Describing the phenomenology of literature is only one facet of scientific research. To a reasonable question, what is the practical significance of research in this area, one can answer that a word is a way of being, imprinted in word form. Philological studies of the patterns of word formation make discoveries in the methods of historical and modern thinking, which, in turn, helps to better understand a person.

Publishing activities

Covers many areas, everything related to the organization, production and distribution of printed materials in any form. It is in this area that a philologist is in full demand. What kind of profession this is becomes clear at each stage of publishing activity.

• Authorship of materials. Journalist, copywriter, blogger - producer of original texts. This is the direct vocation of a person with a philological education.
• Editing and preparing materials for publication.
• Promotion of materials and release.

The profession of a philologist can manifest itself in such many ways. The features and degree of its demand lie in the very subject of specialization - in the word. There are other ways of communication and social interactions. But, you must agree that language is the universal way of communication. And if you master these methods perfectly, the demand for the service will manifest itself in any area of ​​society.

Famous representatives of the profession

In order to understand what kind of profession a philologist is, it is enough to recall the world-famous names of figures with a philological education. And everything becomes clear.

Mikhail Bakhtin is a great Russian thinker, philologist, and researcher. He gave rise to many schools and scientific directions. It was he who asked the scientific community a question about the criterion for the truth of humanitarian knowledge. His fundamental work “The Work of François Rabelais and the Medieval Culture of the Renaissance” is a classic of philology and reveals the origins of literature in folk culture. Dmitry Sergeevich Likhachev is the personification of a consistent civic position in defending his views. In his professional philological environment, he was able to show the power of speech in the struggle for freedom. For him, it was the word that became the strongest weapon in the fight against hypocrisy and official lies.

This series can be continued endlessly. Due to the power of the word and its meaning in the information environment, journalism is often called the fourth power of society.

A philologist is a specialist in the field of language. Translated from Greek, the name of the profession means love of words, which fully reflects its essence.

Demand

Payability

Competition

Entry barrier

Prospects

Story

The emergence of the first philologists is closely related to educational processes. Thus, back in Ancient Greece, school students began to be taught literature, which is already proof of the importance of language and its artistic component. The first works in the field of the history of language and studies of its properties appeared about 2500 years ago. It was this time that was officially recognized as the date of birth of the specialty “philologist”. However, the profession developed earlier. In the Middle Ages, philological works were closely related to religion, because they were mainly devoted to the history of the emergence of faith and its righteousness. Nowadays, philology is not developing rapidly in all countries, because for its flourishing it is important that there is no pressure on science from the ruling authorities and politics.

Description

The profession of a philologist has a lot of secrets and nuances. It includes a wide range of activities and involves mental work. Depending on the type of work performed, philologists are divided into specialists in two fields of activity:

• Philologist-researcher. The activity of this specialist is the constant study of the language: its history, development, origin and analysis of already established facts. All this can lead to discoveries that will later be useful to our heirs. It is philologists who are the guarantors of the population’s literacy, because without such scientific activity, humanity would have sunk into ignorance and the absence of writing.
• Philologist-practitioner. This specialist conveys the basics and accumulated knowledge to people. Typically, philologists teach in higher and secondary educational institutions. Their task is educational. They give people the knowledge and skills that allow humanity to develop.

The activity of a philologist is to study the language, but not so much its words and components, but historical facts, etymology, explanation of certain concepts, depending on the period of time. A philologist is an expert in the history of language.

What specialties to study?

This profession requires higher education. To obtain it, you must choose one of the specialties:

• Philology.
• Philology with a specialization in pedagogy.
• Pedagogical education in the profile “native language and literature” (or language or literature separately).
• Philology of a foreign language (individually for each).

Any of these specialties will allow you to work as a philologist.

Where to study

To obtain one of these specialties, you can easily choose one of the leading humanitarian higher education institutions in the country. The most popular are:

1. Moscow State University.
2. St. Petersburg State University.
3. Novosibirsk State Pedagogical University.
4. Kabardino-Balkarian State University named after. HM. Berbekova.
5. Sakhalin State University.
6. Adyghe State University.
7. North-Eastern Federal University named after M.K. Ammosova.

Almost every humanities university in the country offers to master the profession of philologist.

What do you have to do at work and specializations?

The typical working day of a philologist depends on the direction of his activity. This includes a number of processes:

• Conducting research activities. This work consists of a monotonous study of texts and works from different times. A philologist identifies changes in words and individual components of language. This helps to correctly interpret history and descriptions of events, because many words have changed their meaning over time.
• Collecting information in the form of folk songs and stories. To do this, philologists often travel to the “outbacks,” where the language retains its original appearance for a long time.
• Preparation of materials for presentation. The philologist not only collects, but also conducts a thorough analysis of the data obtained, interpreting them into a report with conclusions about the benefits of the work done.
• Pedagogical activity. The philologist teaches literature and specialized language subjects at universities. The skills of presenting information and the ability to interest the viewer are irreplaceable.
• Organization of work activity and practice of students of philological faculties.
• Editing. Philological education is an additional advantage of any editor. Such a specialist ensures the highest level of literacy and stylistic consistency of all materials in the publication.
• Preparation and compilation of material on philology and data for publication.
• Compilation of dictionaries.
• Development of machine languages.
• Participation in the creation of almost any printed publication, from literary to strictly technical.
• Interpretation and translation of historical texts.

Who is it suitable for?

The profession of a philologist is not suitable for every average person, because this specialist must have a number of qualities:

Demand

This profession itself is not in great demand, because positions in research centers are booked years in advance and vacancies rarely appear. However, it is difficult for a philologist to remain without work. So, a specialist can get a job as a teacher, tutor, editor or journalist. Most industries are submissive to a language expert.

How much do people working in this profession earn?

The earnings of a philologist directly depend on the location and specifics of the work. These specialists can earn from 10 to 60 thousand rubles per month.

Is it easy to get a job?

Finding a job as a philologist is quite simple if you choose not strictly research activities, but compromise and get a job as a teacher or editor. This type of education opens up hundreds of opportunities. It is important to notice them in time and take advantage of them.

How does one usually build a career?

Philologist is not a profession for careerists. However, this specialist has a number of opportunities to obtain prestigious positions. A philologist can be employed in the following industries:

• Pedagogical component. A philologist can work not only as a teacher, but also as a tutor, a specialist in writing term papers and dissertations.
• Business component. A specialist can act as a master in business communication and correct speech delivery. It is philologists who conduct training in public speaking and negotiation skills.
• Mass media. A philologist has a number of career opportunities. Starting with journalism, this specialist can easily make his way to editor-in-chief.
• Internet technologies. Editing, filling in the information component and creating content.

Philology is a vast branch of knowledge that allows one to express oneself in many areas of activity and achieve success.

Prospects

The profession of a philologist offers a number of prospects:

• Possibility of choice. A diploma will allow you to find yourself in a variety of fields of activity.
• Demand. Philologists can find employment in almost any position, because they have a number of irreplaceable knowledge.
• Development. Philology does not stand still; research is constantly being carried out, opening new horizons for philologists.
• A specialist can immediately apply for leadership positions in the media field. Philological education is an additional plus when applying for the post of editor.
• Philology presupposes knowledge of a foreign language, which provides the opportunity for employment abroad.

A good philologist always has a high level of knowledge and good income.

If you still have the slightest doubt that the profession of “Philologist” is your calling, do not rush. After all, you can spend your whole life regretting the years you lost studying and working in a specialty that simply doesn’t suit you. To find a profession in which you can maximize your talents, go through online career aptitude test or order consultation "Career vector" .

1. For several years in a row, individual representatives of the humanitarian community have warned about the possibility of a disaster both in school education in general and in its humanitarian segment in particular. The situation has changed qualitatively: a catastrophe has occurred, and Russian classical literature no longer plays the role of a cultural regulator of the educational process.

2. This happened not because the authorities revealed their incompetence, but because they consciously and purposefully designed this “qualitative update of the educational situation”. The adequacy of this assessment is eloquently evidenced, in particular, by the recently approved Education Development Program until 2020 by the Government of the Russian Federation, from the text of which it follows that the Government of the Russian Federation is completely satisfied with what has been done so far in this area and does not intend to adjust educational policy. The only qualitative indicator for assessing the level of education that appears in this program is based on the results of the Unified State Exam and is calculated as “The ratio of the average Unified State Exam score (per 1 subject) in 10% of schools with the best Unified State Exam results to the average Unified State Exam score (per 1 subject) in 10% of schools with the worst USE results”; According to the authors of the program, this indicator “characterizes equality of access to quality educational services.”

3. The policy of the Russian authorities in the field of education is determined by a combination of reasons; Let's name some of the most obvious ones.

A) The desire of the authorities to completely destroy the “Soviet” component of “post-Soviet” education, in the case of Russian classical literature, to sharply limit the discussion and, especially, the assimilation of its values, which are alien to the modern political and economic elite, as well as to that part of the “middle class” that is focused on serving this elite.

B) Understanding that The lower the level of education, the easier it is to manage public consciousness.

IN) The desire of the authorities to relieve themselves of the largest possible part of their obligations to finance education, and in the future make it partially or completely paid.

D) External pressure, accompanied, judging by a number of publications in the media, by the allocation of significant funds.

4. The main means used by the authorities.

A) Creation controlled and well-funded universities, who were supposed to put forward a program of educational reforms; this role was mainly played by the Higher School of Economics.

B) Information support for the media.

C) Construction of a controlled group “ innovative-minded teachers, representatives of the public, cultural figures, who were granted most favored nation treatment both in the media and in structures controlled by the Ministry of Education.

D) On this basis – active discrediting the system of relations between schools and universities that had developed in the USSR as corruption and manipulation of real facts of corruption in two main areas:

A) pressure on the “old” rector’s office in order to neutralize his resistance to “reforms” and

b) "formatting" public opinion, accompanied by a number of demagogic manipulations (for example: the essay, both final and entrance, is one of the most “corruption-intensive” types of exams, hence should be cancelled; however, no one explained [and almost no one asked] why they were canceling exam, rather than creating a new one control system).

5. Main results achieved by the reform.

A) As a result of the introduction of the Unified State Exam, a sharp reduction in hours for teaching literature at school, and recently abolition of the very subject “Russian literature”(according to the second generation standard, now in secondary school there is a subject “Russian language and literature”)

a) sharply, by an order of magnitude the level of teaching Russian literature has fallen, the level of knowledge, the level of its emotional, value, cultural and psychological impact on students who are actually deprived of the opportunity to comprehend the literary culture of the past as a spiritual basis for self-development;

b) with the abolition of the essay, other, qualitative changes occurred in the nature of teaching: the student is no longer considered as an independently thinking person, endowed with analytical abilities and able to put them into practice in the form of a coherent text; now he must only reproduce some of the information received; It is natural to assume that the goal of such secondary education is to create a consumer, a “manageable mass.”

B) created conditions for degradation of the teaching corps, doomed to “prepare for the Unified State Exam” and to work with textbooks, manuals, and methodological developments of dubious quality.

B) Sharply the level of corruption has increased.

D) The “Common Educational Space” of the Russian Federation turned out to be split in regional and social relations.

6. Public opposition to the destruction of education in Russia is insignificant, at least in the sense that the authorities can afford to ignore it. Symptoms of increasing resistance include

a) isolated experiences of creating private schools working according to Soviet textbooks and curricula;

b) active development of Internet projects for the “digitization” of Soviet and pre-revolutionary textbooks.

7. The situation of a catastrophic collapse in the level of humanities school education is aggravated by the massive closure of schools in the Russian provinces and a sharp reduction in the number of budget places allocated to philological faculties of universities, and at the same time the policy of merging and closing the universities themselves. In fact, this means that in the very near future the achievements of the Soviet educational system will be annulled, and at the same time the traditions of the Russian pre-revolutionary school will be completely forgotten. This is a national catastrophe, fraught with the breakdown of the mechanisms of historical continuity and the interruption of the national cultural tradition itself.

Universities

1. Universities are faced with a number of difficulties associated with the need to improve the humanitarian knowledge of students who have passed the Unified State Exam and are experiencing enormous difficulties in expressing their thoughts in writing, and are sometimes downright illiterate (one of the symptomatic attempts to overcome the continuing deteriorating situation is the introduction of the “Russian Language” course at Moscow State University and culture of speech" at non-humanities faculties). In the near future, if the trend continues, literacy courses will be organized along the lines of those created in the USSR at the dawn of “universal education.”

2. Inability to formulate thoughts clearly– external expression of the inability to think independently: consumer“information”, at best, will learn to navigate it, but will not be able to carry out its examination, and therefore, have any significant impact on the information space.

3. In this situation, the Ministry of Education deployed a campaign to curtail philological (and, more broadly, humanities) education in universities. According to the UMO of the Faculty of Philology of Moscow State University, over the past decade, the budget enrollment for fundamental university areas of humanities training (“Philology”, “History”, “Philosophy”, etc.) has decreased at least three times (from approximately 300 to 100 people in large universities, from 100 to 30 people in smaller ones; in Novgorod, Chelyabinsk and some other universities it is now 10–15 people).

Such a reduction in enrollment led to changes in traditional university structures that implement humanities training: instead of previously independent faculties and departments (philological, historical, etc.), in a number of universities, Institutes of the Humanities (or other departments with similar names) appeared, providing training in the entire set of humanitarian educational programs open at the university. As part of the new divisions, previously independent faculties are represented by one or two departments of philology, history, etc. profile, which in the current conditions are forced to serve mainly related areas of training and gradually lose their specialized character, ceasing to be graduating departments.

4. Recently, the Ministry of Education has switched to a policy of directly discrediting humanitarian universities and declared the Russian State University for the Humanities, the Literary Institute, the Moscow Pedagogical State University, and the Moscow Architectural Institute “ineffective,” based on the anecdotally inadequate “criteria” for assessing the “effectiveness” of universities developed by the Higher School of Economics. Recently, according to media reports, two universities have been excluded from the list - the Literary Institute and the Moscow Architectural Institute, but, firstly, their reputation has been seriously damaged, and secondly, the question inevitably arises again about the quality of the “expertise”: if it is recognized that it gives incorrect results in some cases, then where is the confidence that in other cases it is adequate?

5. At the same time, the idea of ​​the culture-forming role of philology, which is increasingly being treated as something insignificant and unnecessary, is gradually but consistently being squeezed out of the sphere of public consciousness. One of the striking symptoms of this process is the scandalous situation at the Faculty of Philology of St. Petersburg State University, where the number of budget places in the Russian department of undergraduate studies is currently limited to twenty-five.

Let us remind ourselves of what until recently seemed self-evident.

Firstly, philology is not only and not just teaching native and “foreign” languages, it is a system of knowledge about the principles of the emergence and development of languages, about the mechanisms of their influence on culture; Without this knowledge, language learning itself is impossible, because any serious textbooks, manuals, and methodological developments are created on the basis of an understanding of systemic processes in the field of language activity.

Secondly, philology is textual criticism and hermeneutics, providing individuals and society with the opportunity for intellectual independence, i.e. allowing us to establish the correct text of the monument and give its adequate interpretation; At the same time, the principles and techniques of text criticism developed by philologists make it possible to carry out an examination of any written or oral message to establish its authenticity or falsity, obvious and hidden information capabilities, and to date it (that is, to include it in cultural history, as well as in the history of science: after all all sciences, without exception, deal with texts) and establish its author, and at the same time the goals that he pursued in creating this message.

Thirdly, philology is the history of literature, which explains how and why texts separated in space and time were connected to each other: without this knowledge, the entire national cultural tradition (and, ultimately, the entire world culture) will inevitably appear as a chaotic heap random written monuments, which can only suit those “creatively thinking” “cultural figures” who consciously work to destroy it.

Understanding their responsibility to society, the undersigned declare:

1) about rejection of the policy of destroying Russian humanitarian education, which is being pursued by the Ministry of Education;

2) about distrust of those officials at all levels who develop and implement this policy;

3) on the advisability of making public all data that will allow the public to evaluate the effectiveness of the activities of the Ministry of Education over the past twenty years and the level of damage caused to them, including:

a) the number of closed schools by region and the general dynamics in this area;

b) on the amount of state and other (including foreign funds) financing of programs of the Ministry of Education;

c) about the results of the Unified State Exam in all regions of Russia and in all educational disciplines since its introduction and about the need for professional analysis of these results.

4) about the need to develop a broad professional discussion about ways out of the current situation.

Adopted unanimously at a meeting of the Academic Council of the Faculty of Philology of Moscow State University named after M.V. Lomonosov November 22, 2012.

Members of the Academic Council of the Faculty of Philology of Moscow State University named after M.V. Lomonosov:

Avramenko A.P., Doctor of Philology, Professor, Head. Department of Russian Literature of the XX-XXI centuries;
Aleksandrova O.V., Doctor of Philology, Professor, Head. Department of English Linguistics;
Ananyeva N.E., Doctor of Philology, Professor, Head. Department of Slavic Philology;
Arkhangelskaya A.V., Candidate of Philological Sciences, Associate Professor, Head. educational part;
Bratchikova N.S., Doctor of Philology, Professor, Head. Department of Finno-Ugric Philology;
Volkov A.A., Doctor of Philology, Professor, Head. Department of General and Comparative Historical Linguistics;
Vsevolodova M.V. Doctor of Philology, Professor, Honored Professor of Moscow State University, Honorary Professor of Shanghai University;
Gvishiani N.B., Doctor of Philology, Professor;
Golubkov M.M., Doctor of Philology, Professor;
Zhdanova L.A., candidate of philological sciences, associate professor;
Ivinsky D.P., Doctor of Philology, Professor;
Kataev V.B., Doctor of Philology, Professor, Head. Department of History of Russian Literature;
Kedrova G.E., candidate of philological sciences;
Kling O.A., Doctor of Philology, Professor, Head. Department of Literary Theory;
Klobukova L.P., Doctor of Philology, Professor, Head. Department of Russian Language for Foreign Students of Humanities, Vice-President of ROPRYAL;
Kobozeva I.M., Doctor of Philology, Professor;
Kovtun E.N., Doctor of Philology, Professor, Deputy. Chairman of the Philology Council of the UMO for classical university education;
Korotkova O.N., candidate of philological sciences, associate professor;
Krasilnikova L.V., Doctor of Philology, Associate Professor, Head. Department of Russian Language for Foreign Students of the Philological University;
Kuznetsova I.N., Doctor of Philology, Professor, Head. Department of French Linguistics;
Kuzmenkova V.A., Candidate of Philological Sciences, Associate Professor;
Mashkova A.G., Doctor of Philology, Professor;
Mikhailova M.V., Doctor of Philology, Professor, Academician of the Russian Academy of Natural Sciences, member of the Moscow Writers' Union;
Nazarova T.B., Doctor of Philology, Professor;
Nosova E.G., Candidate of Philological Sciences, Associate Professor, Head. Department of German Linguistics;
Panina I.V., head graduate school;
Remneva M.L., Doctor of Philology, Professor, Head. Department of Russian Language, Dean of the Faculty of Philology;
Samoilov S.M., Deputy Dean of the Faculty of Philology;
Sidorova M.Yu., Doctor of Philology, Associate Professor;
Solovyova N.A., Doctor of Philology, Professor;
Solopov A.I., Doctor of Philology, Professor, Head. Department of Ancient Philology;
Sutugina I.A., Honored Teacher of Moscow State University, Scientific Secretary of the Faculty of Philology;
Tolmachev V.M., Doctor of Philology, Professor, Head. Department of History of Foreign Literature;
Sheshken A.G., Doctor of Philology, Professor.

________________________________________

Philological education at school:
current state, problems and development prospects

Philology underlies not only science,
but also of all human culture
D.S. Likhachev

The educational (subject) field “Philology” (“Languages ​​and Literature”) currently occupies one of the leading places in the State educational standard of basic and secondary (complete) education. It represents a mandatory linguistic part of the Basic Curriculum (BUP) and includes Russian language, literature and a foreign language.

The current state of linguistic education in school is characterized by the following positive factors:

1) the scope of the subject “Russian Language” has expanded and, accordingly, the volume of content of the material studied has increased due to the convergence of school and scientific (university) courses, as well as due to the isolation of independent linguistic disciplines within the course - speech culture, stylistics, rhetoric, part the material of which traditionally formed part of the main course “Russian Language”;

2) the time (number of hours and years) for studying the subject “Russian Language” and other linguistic disciplines has increased, which is associated with the indicated substantive changes in the course. The current basic curriculum of 2004 allows you to build two parallel educational lines:

basic (compulsory) linguistic education, implemented in the educational field of “Philology”,

and additional in-depth (if necessary continuous) linguistic education, carried out through mandatory elective and elective courses at different educational levels (II and III), in accordance with the profile of the educational institution (or class) and the individual interests of students;

3) the role of integrativeness has increased, especially in the philological profile education of high school students. Vivid examples of such integration are, for example, the linguistic and literary courses “Russian Literature”, “Artistic Text Analysis”, the elective course “Business Russian”;

4) the pedagogical tools of the literature teacher have expanded. It has become possible to provide electronic support for philological education (information and communication technologies, electronic textbooks presented on the website of the Ministry of Education and Science of the Russian Federation). It is enough to name such modern educational technologies as “Development of critical thinking through reading and writing”, “Debates”.

The use of educational technologies has a number of advantages:

The student has the opportunity to control the process of solving educational problems, vary them in degree of difficulty, gradually developing skills and speed of completing tasks. The computer marks the correct decision, advises you to think again if it is incorrect, offers options, and suggests an answer - thus relieving stress when receiving an unsatisfactory work result.

The computer provides flexibility in managing the educational process and creates opportunities for differentiation and individualization of learning. Under the guidance of the teacher, the pace of work, topics, exercises, sequence and speed of completing tasks are selected - it all depends on the professionalism and interest of the teacher in the successful activities of the student. The use of information and computer technologies is inevitably associated with the abandonment of the priority of the traditional classroom-lesson system, the change in the role of a teacher-dictator to the role of a teacher-coordinator.

However, without exaggeration, a philologist teacher has a huge number of problems.

With the introduction of an independent examination of the quality of knowledge (this includes the international PISA studies and the state final certification in the Unified State Exam format), it became obvious that the student needs practical knowledge of the Russian language in its various functional varieties: oral and written speech, colloquial and literary, business and epistolary. You must be able to competently, independently and creatively express your thoughts, adequately perceive and understand speech of different genres and styles, etc.

In practice, neither teachers nor students strive to implement such fundamentals of speech, since the content of final and entrance exams does not in any way contribute to the transition of the school Russian language course to a new direction. And the result is obvious, just remember the quality of completing part C tasks on the final exam or the creative part of the final presentation. How to achieve the goal of that “unattainable” Federal State Educational Standard with an insufficient number of hours allocated to the development of speech and language competencies, especially in third-level schools? After all, 1 hour a week is allotted for studying the Russian language, while 3 hours are allotted for the formation of the same communicative competence in a foreign language.

The gap between the declared content of the course and the control and final certification is absolutely obvious.

The methodological letter “On teaching the academic subject “Russian (native) language” in the context of the introduction of the federal component of the state standard of general education” proclaims very high goals. They are declared quite often and loudly, but in practice, raising a literate, namely literate, and not an error-free student is possible only within the framework of a well-thought-out language education system. It should not only include materials from training programs, but also take into account the peculiarities of the language of society and communication patterns. In modern conditions, it is especially difficult for a teacher to resist the primitive speech patterns of the media. And in the very system of studying the Russian language at school, both rhetoric and speech development lessons occupy a subordinate place. School teachers will certainly confirm that speech development lessons, even if there are many of them, are somewhat optional, because exams and other forms of control are not carried out on them.

The quality of philological education is determined not only by the features of the course program, but also by certain mistakes in teaching.

The teacher does not create a learning environment that stimulates the development of students’ conscious-communication skills, and pays insufficient attention to working on students’ speech culture and studying Russian literature as a special kind of verbal art.

An independent examination of the development of reading competence (the skills of understanding various texts) as the main way of learning is not only thought out at the international level, but has been successfully tested and is acting, forcing a radical change in approaches in educational systems. In our country, the results of PISA testing since 2000 have shown the inability of schoolchildren to adequately understand and use different types of texts in speech creativity. “When testing, students are required to: understand key concepts, master algorithms for completing tasks, and be able to apply their knowledge and skills in various situations. The assessment is future-oriented because it tests not so much mastery of the school curriculum, but rather the ability of adolescents to use their knowledge and skills in real life. This new view of learning challenges some traditional ideas about the functions of the school in general and the teacher in particular.” Reading involves understanding the text and thinking about it. Literacy involves an individual's ability to use written information for his own purposes and in a wide range of situations that require its effective use. The results obtained showed that the effectiveness of the learning process can be increased through both competitive and cooperative learning situations. Therefore, at the current stage, the task of the school, where learning is naturally organized in groups, is to instill in students the skills to master the material in a team, to develop in them a positive attitude towards cooperation as a form of learning.

The methods of teaching the Russian language and literature currently used in school are not fully focused on the speech development of students, the development of their creative abilities, the independent activity of schoolchildren in acquiring and using knowledge, and the co-creation of students and teachers. Modern educational technologies mastered by teachers, based on communicative competence, require time both to assimilate and to implement, to get used to the teaching style. They help the teacher select teaching material in a quality and meaningful manner, and also fundamentally change the style of relationship between teacher and student, teaching the teacher to see in the child an independent person who has the “right to make mistakes.”

At school today there is no sufficient amount of modern educational, artistic and especially reference literature on the Russian language and literature. Little used quality modern computer programs.

In this regard, the perspective of the school is seen in the design and creation of a unified developmental speech environment in the educational system, not only within the framework of humanitarian subjects.

U. A. Omelchenko,
teacher of Russian language and literature,
school number 11,
Noyabrsk, Yamal-Nenets Autonomous Okrug

The article was published with the support of the Internet project “Education Navigator”. By visiting the website of the Internet project “Education Navigator”, you will find a large number of useful materials devoted to all types and stages of the educational process. We present to your attention current news, informational and analytical articles about general education, studying abroad, the stages of preparing a child for school and much more. And also on the pages of the Education Navigator website contains a detailed list of educational institutions in Moscow and other cities of Russia. You can visit the website of the Internet project “Education Navigator” at http://FullEdu.Ru