|
Title of the article: |
LECTURE AS A MEANS OF TRANSLATING CULTURAL CAPITAL AND REPRODUCING OF INTELLECTUAL ELITE |
|
Author(s): |
Nikolay N. Gubanov |
|
Information about the author/authors |
Nikolay N. Gubanov — DSc in Philosophy, Associate Professor, Finance University under the Government of the Russian Federation, Leningradsky Ave. 49, 125299 Moscow, Russia. |
|
Section |
Theory and history of culture |
|
Year |
2023 |
|
Volume |
Vol. 69 |
|
Pages |
pp. 24–36 |
|
Received |
May 16, 2022 |
|
Approved after reviewing |
September 29, 2022 |
|
Date of publication |
September 25, 2023 |
|
DOI: |
https://doi.org/10.37816/2073-9567-2023-69-24-36 |
|
Index UDK |
37.091.32:304.2 |
|
Index BBK |
77.02-11+71.05 |
|
Abstract |
The present paper is to study the meaning and functions of classical (full-time, “face-to-face”) lectures in the modern educational process. The essence of the lecture is revealed in the light of the social concept of Randall Collins' creativity and his sociology of intellectual networks. The study`s approach allows for interpreting lecture as an archetypal version of intellectual interactive ritual that provides reliable transmission of cultural capital from one generation of intellectuals to another. During the interaction successful participants of the described process acquire a high emotional potential necessary for intellectual creativity, which is determined by personal contacts of intellectuals “face to face”, as well as their positions in the intellectual network. The results of the study enable the authors to state that the lecture has such characteristics that make it a unique and irreplaceable way to gain intellectual experience for both the lecturer and the audience, and as a consequence, acts as the basis for the reproduction of the intellectual elite. Therefore, an online lecture can only be an addition to a classical lecture, without which this reproduction would become impossible, and stagnation would occur in science. Of course, only a small part of students and postgraduates will become outstanding scientists, but they will shape the science. The above considerations are followed by a number of illustrative examples from the history of education and personal long-term pedagogical practice of the authors. The paper concludes with the answers to standard reproaches against classical lectures as a form of education. The research has not only theoretical, but also practical significance, orienting young teachers to master the art of lecturing. |
|
Keywords |
Lecture, Intellectual Elite, Education, R. Collins, Interactive Rituals, Intellectual Networks, Creativity, Cultural Capital. |
|
References |
1 Gubanov, N. N., Gubanov, N. I. “Otmiraet li lektsiia v kachestve vedushchei formy obucheniia?” [“Is Lecture as a Dominant Form of Teaching Dying?”]. Vysshee obrazovanie v Rossii, vol. 29, no. 12, 2020, pp. 72–85. (In Russ.) 2 Gubanov, N. N., Rokotyanskaya, L. O., Gubanov, N. I. “Teoriya i praktika ispol'zovaniya yumora v obrazovanii” [“Theory and Practice of Using Humor in Education”]. Alma mater (Vestnik vysshei shkoly), no. 1, 2019, pp. 105–111. (In Russ.) 3 Collins, R. Sociologiya filosofij: global'naya teoriya intellektual'nogo izmeneniya [The Sociology of Philosophies: A Global Theory of Intellectual Change], trans. from English by N.S. Rozov and Yu. B. Vertgeym. Novosibirsk, Sibirskiy khronograf Publ., 2002. 1280 p. (In Russ.) 4 Stoletov, A. G. Izbrannyye sochineniya [Selected Works]. Moscow, Leningrad, Gosudarstvennoye izdatelstvo tekhniko-teoreticheskoy literatury Publ., 1950. 660 p. (In Russ.) 5 Tsaregorodtsev, G. I., Shingarov, G. Kh., Gubanov, N. I. Istoriya i filosofiya nauki [History and philosophy of science]. Moscow, Sovremennyi gosudarstvennyi universitet Publ., 2014. 461 p. (In Russ.) 6 Shestak, N. V. “Lekciya v vuze v kontekste kompetentnostnogo podhoda” [“Lecture in Post-secondary Education Institution within the Context of Competence Approach”]. Vysshee obrazovanie v Rossii, vol. 27, no. 8–9, 2018, pp. 43–53. (In Russ.) 7 Bloor, David Knowledge and Social Imagery, 2nd ed. Chicago, London, The University of Chicago Press, 1991. 203 p. (In English) 8 Fuzhan, Nasiri, Fereshteh, Mafakheri “Higher Education Lecturing and Humor: From Perspectives to Strategies.” Higher Education Studies, vol. 5, no. 5, 2015, pp. 25–31. (In English) 9 Goffman, Erving Interaction Ritual. New York, Doubleday Publ., 1967. 270 p. (In English) 10 Lovorn, Michael, Holaway, Calli “Teacher’s Perceptions of Humor as a Classroom Teaching, Interaction, and Management Tool.” European Journal of Humor Research, vol. 3, no 4, 2015, pp. 24–35. (In English) 11 Mora Raúl A., Weaver Simon, Lindo Laura Mae “Editorial for Special Issue on Education and Humour: Education and Humour as Tools for Social Awareness and Critical Consciousness in Contemporary Classrooms.” European Journal of Humor Research, vol. 3, no. 4, 2015, pp. 1–8. (In English) |
|
PDF-file |
