МЕЖДУНАРОДНЫЙ ПРОЕКТ В КРОСС-КУЛЬТУРНОМ ПРОСТРАНСТВЕ: О НЕКОТОРЫХ АСПЕКТАХ ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ В СТРУКТУРЕ СОВРЕМЕННОГО РОССИЙСКОГО ГУМАНИТАРНОГО ВУЗА (НА ПРИМЕРЕ МЕЖДУНАРОДНОГО ПРОЕКТА «ДЕТИ АРКТИКИ»)

• Main Author: Рыжкова, Инна
• Format: Text
• Language: unknown
• Published: Автономная некоммерческая организация Научно-издательский Центр "Пространство и Время" 2015
• Subjects: МЕЖДУНАРОДНЫЙ НАУЧНО-ОБРАЗОВАТЕЛЬНЫЙ ПРОЕКТ; КРОСС-КУЛЬТУРНЫЙ МЕНЕДЖМЕНТ; ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ; ПРОЕКТ "ДЕТИ АРКТИКИ"; ПОДГОТОВКА ПРОФЕССОРСКО-ПРЕПОДАВАТЕЛЬСКОГО СОСТАВА; PROJECT "ARCTICHILDREN"; Arctic; Norway
• Online Access: http://cyberleninka.ru/article/n/mezhdunarodnyy-proekt-v-kross-kulturnom-prostranstve-o-nekotoryh-aspektah-proektnoy-deyatelnosti-v-strukture-sovremennogo-rossiyskogo; http://cyberleninka.ru/article_covers/15712909.png

Представлена авторская интерпретация концепта международного комплексного научно-исследовательского и образовательного проекта, направленного на социальную адаптацию (укоренение) подрастающего поколения в поликультурном социуме региона сложных природных условий. Особенности и основные этапы развития такого международного проекта в структуре современного гуманитарного российского вуза рассмотрены на примере интегративного проекта «Дети Арктики» (ArctiChildren), реализующегося в кросс-культурном пространстве циркумполярной зоны Финляндии, Швеции, Норвегии и России в целях повышение уровня психосоциального благополучия детей и подростков Арктического региона. International co-operation in scientific and educational spheres (from the organization of individual joint international scientific and practical seminars and conferences and the development of monographs up to academic mobility and long-term project activities) is a promising practice of accumulation of other interstate cooperation forms and production of new content. In circumpolar region of extreme living conditions, multilateral cooperation and international scientific and educational projects allow the best use the potential of both Arctic traditional and contemporary cultures in the interests of "rooting" (natural and social adaptation) of representatives of various countries and communities. The subjects of my research are the concept and practice of integrated research and educational project aimed at social adaptation (rooting) of the younger generation in a multicultural society in the region of complex natural conditions. Characteristics and main stages of such an international project development in the structure of modern humanitarian Russian university I am considering applying methods of social pedagogy and institutional analysis to the study of the project ArctiChildren, which is implemented in a cross-cultural environment of the circumpolar areas of Finland, Sweden, Norway and Russia in order to improve the psychosocial well-being of children and adolescents in the Arctic region. I identify the following characteristics of the international project: (i) integrity (project functions as a system); (ii) uniqueness (this property characterizes the project as a whole as a set of non-recurring conditions under which the project is being implemented); (iii) innovativeness (innovative nature of the project); (iv) dynamism (changing conditions within the project area); (v) prospectivity (sustainability of the project or the value of project results for the development of the system, both higher and secondary education); (vi) integrative character (complex type of projects); (vii) practical orientation (the creation of the final product and a significant change in attitudes towards a particular product, a particular issue that directly affects the behavior of target groups); (viii) sustainable development of project (its viability, effective way to develop the project after the end of external funding from donor organization); (ix) cross-border orientation (focus on the problems of the project study of the phenomenon, in the north in its different guises: the child in the North, psychosocial well-being of children and adolescents, teachers' community of the North, and others); (x) self-financing (determined by the requirements of a particular grant program); (xi) creation of a network (at the regional level, the North-West of Russia and foreign countries-neighbors). The creation of networks in this perspective appears as cross-cultural activities for the sharing of knowledge, that is, as a way of cross-cultural negotiations. Creation of cross-cultural networks is essential for ensuring access to resources, knowledge and the ability to guarantee the viability of the organization against various information streams. I conclude about necessity of tuition of teaching staff to work in international projects. Such training may include several blocks: (i) cultural: it aims at a general acquaintance with the culture of a country potential project partner, with the features of intercultural communication, as well as the formation of dialogical setting in the minds of the audience; (ii) directly methodological: it aims at training in of organizing and holding of special international conferences and seminars; (iii) projective and managerial: it is focused on explaining the basics of project management, the general rules of the development and implementation of international educational project, evaluation criteria of its effectiveness; (iv) economic: it aims at training in budgeting grants specifics of financial transactions within the grant of the European Union and other international associations and organizations. In this sense, the tuition teaching staff of humanitarian university in this type of activity is a form of continuing adult education.