Abstract
The article presents the results of a comparative linguocultural and linguocognitive analysis for the purpose of characterizing national and cultural characteristics of the concept of “Education” in the German and Russian linguocultural communities and making a reconstruction of the mentioned concepts with a reference to modern scientific and journalistic texts, lexicographic definitions, survey data, as well as wide historical context. It gives lexica-semantic characteristic of basic concepts in synchronism and diachrony. At the same time this work presents the picture of changes in the structures if basic concepts at different historical periods: the Age of the Enlightenment, epoch of German Empire, epoch of Peter the Great and Russian post revolution time. Basing on lexicographic analysis and discourse analysis we define some basic conceptual characteristics of the phenomenon of “Education” (“Bildung”/ “Obrazovanie”) and they are described according to the groups combined by one and the same semantics. The conclusion of the article shows that the concept of “Education” changes constantly and nowadays is greatly influenced by social, economic, political and cultural factors that lead to its transformation both in German and Russian linguocultures.
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