13.3. Fostering a culture of international communication

The culture of international communication is a complex phenomenon that includes the following structural components: 1) cognitive - knowledge and understanding of the norms, principles and requirements of common humanistic ethics (duty, responsibility, honor, good, justice, conscience, etc.), problems of theory and practice inter-ethnic relations; 2) motivational - the desire to master the history and culture of their nation, as well as other nations; interest in communication with other people, representatives of other nationalities; 3) emotional-communicative - the ability to identify, empathize, reflection, empathy, complicity, adequate self-esteem;

self-criticism, tolerance; 4) behavioral activity-ownership of their emotions, the ability to objectively assess the situation, intransigence to violate the human rights of any nationality and religion.

In accordance with this, the process of fostering a culture of inter-ethnic communication includes:

• to acquaint young people with the system of scientific knowledge about the rights and freedoms of a person and a people, about nations and their relations, about races and religious denominations;

• formation of civil and human feelings and consciousness;

• development of a positive experience of communicating with people from different nations, races and religious denominations;

• providing highly moral motivation for the actions and behavior of young students in the process of interpersonal communication.

Interethnic relations in aggregate represent the unity of universal and national, which is peculiar in some areas, states, interstate and international associations. From this it follows that the culture of interethnic communication depends on the general level of students, their ability to perceive and comply with human norms and morality. It is obvious that the principles of humanism, trust, equality and cooperation lie at the heart of the culture of international communication. To do this, students should have an idea:

1) the place and role of the UN in regulating the relations of peoples both on the world stage and within multinational societies;

2) the essence of the activities of the Council of Europe, the European Union, the League of Arab States, the Organization of American States, the Organization of African Unity, the Commonwealth of Independent States, etc .;

3) the content of international documents on human and peoples' rights that regulate the relations of peoples, allow to take effective measures to resolve inter-ethnic conflicts;

4) the culture of the peoples and states of the world, the mutual influence of cultures and traditions;

5) the economic foundations of interaction between countries and peoples, the division of labor between peoples, the cooperation of enterprises of different countries, the movement of capital, labor and goods, the creation of production branches outside national territories;

6) the requirements of the UN on the inadmissibility of exploitation and inequality between nations, the true causes of the backwardness of the peoples of the former colonial and semi-colonial world, the justification of the need to assist them, which should ensure the overcoming of remnants of the ideology of racism, apartheid, national and religious exclusivity;

7) political, economic, technical, economic, cultural changes occurring in the world.

For the development of a culture of interethnic relations, so-called cross-cultural literacy is important, which is manifested in the ability to empathize with other people, to feel and understand their problems, to respect and accept the culture of another people. At the same time, special attention should be paid to the education of historical memory, reporting to the students the truth about the formation and development of our multi-ethnic state, which is very important for establishing objective truth and forming a personal position.

Forming a culture of international communication is a long and multifaceted process associated with the formation of a culture of interpersonal relations.

At the household level, this is manifested in the fact that children constantly absorb, master the traditions and customs of their neighbors, study the history of other nations at school, and comprehend the common social and historical development of our country. The task of teachers at the same time is to form students' respect for the honor and dignity of each nation and each person, to convince them that there is no people better or worse than the other, that the main thing is what the person himself is, and not what nationality he belongs to.

At the pedagogical level, cultivating a culture of interethnic communication begins in the elementary school with raising a sustainable manifestation of elder care for younger people, friendliness to classmates, their peers in the yard, on the street, in the house, politeness in dealing with people, restraint in expressing negative feelings, intolerant attitude to violence, evil, deceit.

In middle classes, the tasks of cultivating a culture of inter-ethnic communication are becoming more complex. Special attention is paid to comradely mutual assistance in difficult times, sensitivity to grief and other needs of others, mercy to the sick, elderly, all in need of help, participation, intolerance to national conceit.

It is important for high school students to cultivate such qualities as political awareness, conscious participation in the political life of society, the ability to compromise in case of disagreements and disputes, justice in relations with people, the ability to stand up for any person, regardless of their nationality. These qualities are formed in the process of activity and communication, aimed at creating, caring for people causing the need for mutual exchange of thoughts and ideas, contributing to the manifestation of attention and sympathy for people.

At all stages of working with a team where different nationalities are represented, regardless of the age of the students, the teacher needs to think through practical measures to make it easier for children to overcome national reticence, selfishness, focus on improving the communication culture of the whole student team, use its capabilities to counter harmful nationalist influences.

Ethnographic knowledge of the origins of peoples with whose representatives they study together, the peculiarities of national etiquette, rituals, life, clothes, originality of art, art crafts, holidays, have great value for students. It is important that the teacher not only shows competence in these matters, but also uses the accumulated knowledge in educational and extracurricular work (during a conversation, visiting students of local history and literary museums, national cultural centers, theaters, exhibitions, folklore concerts, watching films by national studios and etc.)

It is advisable to involve veterans in the educational work, communication with whom can be called a real school of patriotism and internationalism. It can be not only the participants of the Great Patriotic War, but also very young people, behind whom are Afghanistan, Chechnya and other “hot spots”. The proximity to the real fate of people will allow more flexible and comprehensive discussion of international problems. Of paramount importance here is the education of tolerance and tolerance.

Tolerance means respect, acceptance and correct understanding of the diversity of forms of self-expression and ways of manifestation of human individuality. This quality is a component of the humanistic orientation of the individual and is determined by its value attitude towards others. It represents the installation on a certain type of relationship, which manifests itself in a person’s personal actions.

Within the framework of pedagogical influence on interethnic communication, it is necessary to talk about education of interethnic tolerance, because it manifests itself in relations between representatives of different nationalities and implies the ability to see and build interethnic relations with due regard for the interests and rights of interacting parties.

National tolerance is interpreted as a specific feature of the national character, the spirit of the people, an integral element of the structure of mentality, orienting to tolerance, the absence or weakening of the reaction to any factor in interethnic relations. Thus, interethnic tolerance is a property of a person, which is manifested in tolerance towards representatives of another nationality (ethnic group), taking into account its mentality, culture, and peculiarity of self-expression.

The method of fostering a culture of inter-ethnic communication is based on the teacher’s knowledge of the characteristics of children and the relations between them. When organizing work to foster a culture of inter-ethnic communication, teachers need to know and take into account: a) the individual characteristics of each child, the particular characteristics of upbringing in the family, family culture; b) the national composition of the student body; c) problems in relations between children, their causes; d) cultural features of the environment, ethnopedagogical and ethnopsychological features of culture, under the influence of which inter-ethnic relations are formed among students and in families. After examining and analyzing the situation, teachers are searching for effective forms of education for students of the culture of international communication, determine the specific content of this work.

The teacher should proceed from the fact that the culture of interethnic relations is a universal value and is based on universal morality. It is based on the formation of humane relations between people regardless of their nationality, upbringing respect for the culture, art of different nations, for a foreign language. This work can be carried out in educational and after-hours, through the entire system of relations in the collective of the class, the school, any educational institution. But patriotism and internationalism cannot be brought up in words, by appeals and slogans. It is important to create children's organizations whose main goal is to harmonize universal human and national values. These organizations independently develop programs for the revival of the native language, studying the history and culture of the people.

An ethnographic museum created as a result of the joint search work of teachers, students and parents to educate the memory of our past, moral values, the formation of ideas about life, culture, lifestyle of their people, fostering respect for antiquities can be an effective means of education. Students not only collect and study ethnographic material, get acquainted with the history, culture and art of the people, but also make copies of household items, sew and demonstrate models of national clothing, organize festivals and holidays, involving parents in them.

It is also advisable to refer to the experience of international friendship clubs (KID), which is widely known in the domestic educational practice, but has not always been positive due to excessive ideologization and formalism. In the practice of a number of such groups there are interesting findings in solving the problems of inter-ethnic communication. These are constant contacts (by correspondence and direct) with peers from other countries, using the information collected in the classroom and in extracurricular activities.

Research groups of students can be organized to study specific issues related to the culture of different peoples. To know as much as possible about other peoples is the basis for the formation of a culture of interethnic relations at any age.

In the framework of the CID, groups of translators, guides can be created, creative meetings with representatives of different nationalities and other countries can be organized. It is advisable to organize creative groups representing the art and culture of other nations, such as the puppet theater "Tales of the Nations of the World."