Intersubjective Communication Research Articles

A brand storytelling approach to Covid-19's terrorealization: Cartographing the narrative space of a global pandemic

This paper offers a brand storytelling or narratological account of the Covid-19 pandemic's emergence phase. By adopting a fictional ontological standpoint, the virus' deploying media-storyworld is identified with a process of narrative spacing. Subsequently, the brand's personality is analyzed as a narrative place brand. The advanced narrative model aims to outline the main episodes that make up the virus' brand personality as process and structural components (actors, settings, actions, and relationships). A series of deep or ontological metaphors are identified as the core DNA of this place brand by applying metaphorical modeling to the tropic articulation of Covid-19's narrative. The virus is fundamentally identified with terror as a menacing force that wipes out existing regimes of signification due to its uncertain motives, origins, and operational mode. In this context, familiar urban spaces, cultural practices, and intersubjective communications are redefined, repurposed, and reprogrammed. This process is called terrorealization, as the desertification and metaphorical sublation of all prior territorial significations. This study contributes to the narrative sub-stream of place branding by approaching a globally relevant socio-cultural phenomenon from a brand storytelling perspective. • Familiar existential space has been reterritorialized in Covid-19's narrative space. • Ontological metaphors sustain the virus's fictional ontology. • The virus's brand personality consists of atopia, terror, war, desert, death toll. • The medical discourse is subsumed into a techno-political discursive regime.

Exploring the barriers and gateways to intersubjectivity in dementia care: A meta-ethnography.

Behaviours that challenge in dementia, often described and diagnosed as behavioural psychological symptoms of dementia, are experienced by 75% of people living with dementia in care homes or hospital environments, with 43% of nurses and care providers reporting these behaviours as moderately or severely distressing to them. During behaviours that challenge moments in dementia, there is the potential for an intersubjective relationship to take place between the people living with dementia and the nurse. This review explores and synthesises literature to consider the presence of intersubjectivity in people living with dementia. If the ability to be intersubjective remains present for people living with dementia, it will consider how its presence can be nurtured to offer a positive intersubjective communication between the person living with dementia and their carer/nurse. The review used meta-ethnography methodology to develop concepts that help us to understand the implications of existing research on the presence of intersubjectivity in people living with dementia, and its relationship to those providing their care. Sixteen electronic databases (including MEDLINE/PubMed, Wiley Online Library and Sage publications) and grey literature such as Alzheimer's Society and Department of Health across journals dating from 2000-2020 were searched. Eight studies were selected and reviewed for quality and relevance for a meta-ethnographic literature synthesis of intersubjectivity in dementia. The meta-ethnography concluded that people living with dementia continue to have the capacity to be intersubjective on an emotional level. Nurses and other care providers need to acknowledge the presence of "personhood" and "personness" in people living with dementia to nurture positive intersubjective care relationships. The meta-ethnography has also been reviewed for reporting clarity against the EQUATOR checklist in the form of the eMERGe guideline (France et al., 2019).

“How Well Do I Know You?”: Intersubjective Perspectives in Music Therapy When Working with Persons with Profound Intellectual and Multiple Disability

The limited possibilities of understanding the inner reality of people with profound intellectual and multiple disabilities (PIMD) pose strong barriers for the development of a therapeutic relationship. Based on reflection on practice this contribution describes how music can be used for the realisation of continuous, attuned and harmoniously intertwined interactions that enable to gain deeper understanding of the person with PIMD and identify his/her positive personality traits. These reflections may be grounded in the theoretical framework of intersubjective communication. The author describes the role of music in both short-term and long-term interactions and discusses the benefits of music therapy for people with PIMD as well as for the interdisciplinary team support.

МАТЕМАТИКА ПРЕДМЕТИН ТАБИГЫЙ ИЛИМДЕР ПРЕДМЕТТЕРИ МЕ- НЕН ИНТЕГРАЦИЯЛАП ОКУТУУНУН АЙРЫМ ЖОЛДОРУ

This article discusses the possibilities of implementing intersubject communication through the integration of training. Integrated education requires teacher training for conducting high-level classes, searching for universal and interesting material, and using modern technology in teaching. Particularly productive is the integration of homogeneous objects, which provides an incentive for the formation of the younger generation. Nowadays, integrated learning is becoming a useful technology for student learning. With an integrated study of the subject, students can learn the world as a whole. Integrated learning broadens the students' thinking, encourages them to be active, rational, put their knowledge into practice and memorize this knowledge, humanism, tolerance, and education both pedagogically and psychologically.

Reciprocal waves: embodied intersubjective communication in dance/movement therapy (DMT) practice

ABSTRACTIn this theoretical paper, author proposes an embodied framework of empathic communication in Dance/Movement Therapy (DMT) practice that celebrates the very essence of human connectedness. Based on Franz de Waal’s Russian doll model of empathy, author explores three traditional phenomena in DMT practice that cultivate empathy and intersubjectivity: Primitive Mirroring; Shared Intention; and Movement Understanding. In each topic, author extends the integrative exploration into different areas of existing studies to illuminate the profound connectedness of human empathic communication. The term Reciprocal Waves inspired by Chinese Taoist philosophy highlights the back and forth relationship-building process that occurs daily in human lives. It is a framework derived from DMT practice that can be referenced in all psychotherapeutic practices that would benefit from promoting empathic human relationships.

ВІРТУАЛЬНИЙ ПЛАНЕТАРІЙ STELLARIUM ЯК ЗАСІБ РЕАЛІЗАЦІЇ МІЖПРЕДМЕТНИХ ЗВ’ЯЗКІВ ГЕОГРАФІЇ ТА АСТРОНОМІЇ

The article explores the possibilities of using the Stellarium virtual planetarium in the educational process of geography. Based on the analysis of scientific publications revealed that the problem of using intersubject communications of geography and astronomy has not been studied enough, and its relevance is due to the transition of the senior specialized school to new curricula that provide for the organization of the educational process based on integration based on intrasubject and intersubject communications. It has been demonstrated that the content of the educational material and the expected results of the educational and cognitive activities of the students, provided by the current programs in geography and astronomy, contain a significant amount of general questions, and the qualitative mastering of geographical concepts requires to use of basic knowledge that students gain in astronomy lessons. This is especially true of the new topic Geographic consequences of the parameters and motions of the Earth as a planet in the course of geography of the gade11. Based on the analysis of the types of intersubject communications, it was found that it is effective in the context of the study to use the previous intersubject communications in a chronological attribute in both versions of the study of the astronomical component. Based on a comparison of the expected results of the astronomy and geography program, the feasibility of using operational-activity type connections, which include the connections between the methods of educational and cognitive activity and the students' skills, has been proved in them in the process of studying subjects. In support of the proposed idea, examples of use of the Stellarium virtual planetarium in geography lessons are given: to demonstrate the equinoxes and solstices on the Earth's motion patterns; observation of the movement of the Sun in the celestial sphere, its transition from the southern hemisphere to the northern, and vice versa; demonstrations of changes in the declination of the Sun (the angular distance on the celestial sphere from the plane of the celestial equator to the sun) during the year, its significance on the days of the equinoxes and solstices. You can also use a virtual planetarium to show: correlation of astronomical coordinates with geographic coordinates; consequences of axial and orbital motion of the planet; dependence of the view of the starry sky on the coordinates of the place where the observer is located; the mechanism for determining local time, its dependence on geographical longitude, etc.

Juridical thinking and evolution of semiotical remedies of constructing of law reality

The article considers the phenomenon of legal thinking as an independent kind of thinking, whose main goal is the construction of legal reality. The author believes that legal thinking performs three most important functions: firstly, it forms the matter of legal reality formed by atomic facts, secondly, it establishes the interconnection of facts in the logical and cultural-historical space of reality and, thirdly, it consolidates facts and relations between them in various sign forms developed in the process of cognitive activity of individuals. As shown in the work, the establishment of a logical relationship between its static (constructive) characteristics and evolutionary dynamics is of particular importance in terms of theoretical understanding of legal reality. According to the author, it is the activity of legal thinking that creates the prerequisites for the evolution of law and legal reality in the historical dimension. Cognitive and other creative activity of legal thinking creates those symbolic forms in which the interrelation of facts and factual complexes takes on an external expression. Moreover, in the course of evolution there is a complication of such forms, their acquisition of universality and validity.
 The work demonstrated that the most important regularity of legal evolution is the formation on the basis of specific situations of legal communication of subjective rights, which in the future, as they are typified and distributed to an increasingly wide range of individuals, are transformed into legal norms. This regularity gets its justification and confirmation both on general scientific material and on the example of legal science, which acts as the highest level of organization of legal thinking. The consequence of the processes under consideration, according to the author, is the formation of a common legal reality space for all individuals, which is a single field of intersubjective communications.

FORMATION OF META-SUBJECT COMPETENCE OF STUDENTS BASED ON INTERDISEMBER COMMUNICATIONS

This article discusses the problem of forming meta-subject competence of students on the basis of intersubject communications. The concept of meta-subject matter is not uniquely defined and reflects the different views of researchers. Despite the long history of the concept, there is still no single interpretation of it, different scientific schools interpret it differently. The meta-subject approach in the modern sense complements and extends traditional educational technologies, allowing the student to look at the subject content with a non-trivial look, consciously exploring and developing methods of their own thinking through certain thought-generating procedures (goal-setting, search, analysis and synthesis of various types of information and its evaluation). The meta-subject content of education assumes other activities that are different from the traditional ones, which allow the formation of meta-subject competencies necessary for successful personal growth, which can be represented as metacognition, meta-knowledge and possession of meta-skills. Meta-subject activity - activity outside the subject; It is aimed at teaching generalized methods of working with any subject concept, scheme, model, etc. and related to life situations. Interdisciplinary communication is the most important means of achieving meta subject results. The meta-subject approach ensures the comprehensive development of the personality, the formation of a holistic worldview, the synthesis of knowledge learned by students in various subjects, their comprehensive application in practice, in work and human life.

Personal and Eponymous Nicknames in Historical Retrospective

The article is devoted to the genesis of personal and eponymous nicknames as a vivid phenomenon in the history of language and speech, which has irrefutable potential for developing methods of teaching and educating schoolchildren. The main varieties of nicknames, the conditions for their formation and the specifics of daily life in different historical periods are considered. The interconnections of nicknames with similar and related phenomena of Russian and European speech cultures are analyzed. The feasibility of analysing nicknames in the methodological practice of secondary school is postulated. Possible ways of the implementation of intrasubject and intersubject communications in the school teaching of humanities are offered on the basis of familiarizing students with the history of eponymous and personal nicknames.

METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION

The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.

Development of Interside Dimensions in the Process of Teaching Mathematics to Future Architects

The issues of development of intersubject communications at the present stage of the formation of digital education in the preparation of student architects are discussed. The idea of strengthening intersubject communications, mathematics and architecture is defended by a new meaningful replenishment of educational programs, mastering digitalization skills when solving mathematical problems by mathematical methods, and involving elements of competition implemented using Web technologies in educational activities.

A Brand Storytelling Approach to COVID-19’s Terrorealization: Cartographing the Emergent Hyperspace of a Global Pandemic

This paper offers a brand storytelling, that is a narratological account of COVID-19 pandemic’s emergence phase. By adopting a fictional ontological standpoint, the virus’s deploying media story-world is identified with a process of narrative spacing. Subsequently, the brand’s personality is analyzed as a narrative place brand. The narrative model that is put forward aims at outlining the main episodes that make up the virus’s brand personality as process and structural components (actors, settings, actions, relationships). A series of deep or ontological metaphors are singled out as the core DNA of this place brand, by applying metaphorical modeling to the tropical articulation of COVID-19’s narrative. The virus’s kernel is identified with terror, as a menacing force that wipes out existing regimes of signification due to its uncertain motives, origins and operational mode. In this context, familiar urban spaces, cultural practices and intersubjective communications are redefined, repurposed and reprogrammed. This process is called terrorealization, as the desertification and metaphorical sublation of all prior territorial significations. This study contributes to the narrative sub-stream of place branding by approaching a globally relevant sociocultural phenomenon from a brand storytelling perspective.

FORMATION OF A SYSTEM OF METHODS OF TECHNICAL THINKING FUTURE ENGINEERS

The article details the formation of a system of technical thinking of future engineers. In this century, an engineer must speculate to such an extent that she should freely solve technical problems. If the future engineer cannot analyze his mistakes, her intellectual talent with the stage is reduced. Even more effective for the development of the educated foundations of technical thinking in the learning process is the work of students not with ready-made images, but the need to solve the problem posed in verbal form, create images and rely on them for reasoning. The design tasks in technical areas and methods of forming the basis of technical creativity are analyzed. Given skills to solve a technical problem with a stage for intelligent engineers and ways to complete the design of problem solving. In the article, intersubject communication is compared in the formation of the content side of thinking of dependence on the structures of the knowledge system. The results of the formation of the figurative component of technical thinking are investigated. Especially given with accents for frontal images and graphic representations.

THE DEVELOPMENT OF LINGUOCULTURAL SKILLS AMONG FUTURE RUSSIAN LANGUAGE TEACHERS OUTLINED IN UNIVERSITY EDUCATIONAL PROGRAMS

The issue of developing linguocultural competence among future Russian language teachers is relevant in the context of multicultural educational space, considering that this competence is the most important and professionally significant personal quality. The development of linguocultural competence ensures student’s readiness to implement the ideas of the culturological approach in the process of education, his/her readiness to teach the Russian language in the context of Russian culture and the dialogue of cultures. The purpose of the study is to illuminate the methodological experience in the application of modern methods and technologies in the system of higher education. The aim of such methods and technologies is to help the future Russian language teacher develop linguocultural competence during the course of studying the culture-oriented methodological subject Intercultural Communication in the Russian Language Lessons, which is included in the educational bachelor’s degree program 44.03.05 Pedagogical Education (with two specializations) at the North-Eastern Federal University n.a. Ammosov. To achieve this goal, the following tasks are performed: study of the theoretical foundations of culture-oriented linguistic methodology; analysis of the concepts, methods, and technology of developing linguocultural competence in the course of studying languages; definition of the methods and technologies of developing linguocultural competence of future Russian language teachers applied in the course of Intercultural Communication in the Russian Language Lessons. These tasks are performed through a set of theoretical and empirical methods, including: analysis of scientific and methodical literature, study and analysis of educational standards and programs, lesson observation, analysis and evaluation of the products of students’ learning activities; description of pedagogical experience. The study was conducted under the guidance of the Department of Russian Language and Literature Teaching Methodology at the Philology Faculty of the North-Eastern Federal University n.a. Ammosov. The introduction of the course of Intercultural Communication in the Russian Language Lessons shows that the development of linguocultural competence among students is facilitated by the application of the principle of science and the connection of theory and practice, the principle of intersubject communications and the integrative approach, the principle of competency and the activity approach, and correlations between learning and research activities. Effective methods of developing the linguocultural competence among future Russian language teachers are: problem lectures (binary and interactive); imitative learning technologies; project technologies (individual and group projects); and research methods.

Inter-subject communications in the teaching of chemistry in the preparation of a future biology teachers

Inter-subject communications in the teaching of chemistry in the preparation of a future biology teachers

MEMBANGUN KESADARAN MEREK PADA UMKM SEBAGAI UPAYA MENJAGA EKSISTENSI PRODUK DALAM MASA PANDEMI

The spread of Coronavirus 2019 (Covid-19) in all over the world have impacts on culinary business. Some food outlets survive by using the digital transaction method. Moreover, there is a massive number of traditional food production companies that not supported by that kind of technology. Consequently, it may decrease their revenue. This paper focuses in “Kembang Matahari” noodles crackers factory as one of the examples. Even, way before this pandemic era, the factory has been dealing with numerous situations that endangered its identity as a traditional food production company. This article will analyze what circumstances the factory is dealing with since its establishment. The method used to analyze the problem is phenomenology. Therefore, this analysis will be clear from the assumption and groundless pieces of information. This paper will discuss the object in Karl Jasper’s existentialism theory. It will reveal that intersubjective communication between the company and social institution is the key to maintain its existence. This paper aims to inform that interaction opens the door to apply branding awareness.

ЧИТАННЯ ЯК КОМУНІКАЦІЯ: ЗАГРОЗИ ТА МОЖЛИВОСТІ ТРАНСФОРМАЦІЇ ОСОБИСТОСТІ СУЧАСНОГО ЧИТАЧА

The article presents an analysis of reading subjects. Reading is defined as complex, non-line poly-subject and inter-subject communication. The author of the text, the reader, and the text are defined as the core subjects of reading. The field of reading realization is defined as the consciousness of the individual as a dialogic education by its nature. The ways of participation of each of the reading subjects in the process of interaction with each other are indicated. The author reveals the active role of the publisher in reading, social and cultural-historical contexts, the history and structure of the text, and the form of its carrier. The special role of the teacher in modern practices of educational reading is noted. The nature of participation in modern Internet reading of hypertext space is considered. Based on the author’s research, the threats and opportunities of reading for the personal transformation of the reader are described. As threats to reading for the reader, we can mention superficial communication and replacing the content of the text with their own ideas and ways of presenting them (reproducing themselves); strong exposure to influence from the text and the author’s position (losing yourself). It is indicated that educational reading is characterized by a strong dependence of the reader on the attitudes and interpretations of the teacher (loss of self). The integrative characteristic of the reader as a subject of reading-communication is determined by his reading strategy, which reflects the General level of reader culture. The developing mechanism of the personality in reading is the recognition and acceptance of “the other as different from the reader”, sensitivity to cultural and personal differences. The prospects for studying reading in the field of experimental research of reading mechanisms and the development of psychological and educational programs for the formation of reading competencies are outlined.

The Formation of Students’ Self-Organization Skills in a Technical University

The main components of self-organization and its implementation stages are identified against the background of determining the importance of self-organization skills mastery by technical university graduates for the successful implementation of educational and future professional activities. Based on the social demands generated by the need to form general cultural and professional competencies in the learning process, the necessity to organize students’ independent work in such a way that it motivates self-organization and, as a result, self-education is confirmed. It is proved that the transformation of students’ independent work should be carried out regularly, taking into account the changes taking place in society, using modern information technologies as a kind of organizational resource. In order to reduce time expenditures in the process of updating the educational material for a particular discipline, it is proposed to establish the relationship between the components of the educational process by identifying intersubject communications, which are considered as a means of achieving the applied orientation of the discipline, at the stage of selecting the necessary information. The formation of students’ self-organization skills has been carried out on the basis of data from a frequency analysis of the network information sources. The results of frequency analysis and statistical processing of experimental data show the ability to make a forecast about the weight of specific topics for future professional activities, which will allow to distribute study time correctly. The use of established intersubject communications of disciplines and the fulfillment of the selected conditions contribute to the development of students’ educational activities self-organization.

СОПОСТАВИТЕЛЬНОЕ ИЗУЧЕНИЕ СЛОВАРЕЙ РУССКОГО И КАЗАХСКОГО ЯЗЫКОВ

Introduction. Now many people believe that any information can be found on the Internet: the interpretation of words, the selection of synonyms or antonyms, the meaning of phraseologisms, translation from one language to another. Yes, it is possible, but the information received over the Internet is not always correct. Therefore, we believe that only in dictionaries can one find reliable, accurate information.The methods. Comparative training presupposes students' readiness to work with dictionaries of the Kazakh language, and on the basis of these skills, a readiness is formed to work with dictionaries of the Russian language. Solving the tasks of forming a multilingual personality, it is necessary to develop the need for students to constantly use dictionaries in order to improve language competence, enrich vocabulary, and independently perform language and speech tasks. For the implementation of intersubject communications in Russian and native languages, an implicit and explicit comparison of universal and specific phenomena of the native and studied languages was used. Results. One of the main goals of studying the Russian language in a school with the Kazakh language of instruction is to master its lexical wealth. Work with the dictionary of the Russian language should begin by repeating information about the identical dictionary of the Kazakh language, with which they are already familiar from the lessons of their native language. After consolidating knowledge of the dictionary of the Kazakh language (consolidation is carried out in the form of questions and answers and completing practical tasks), the teacher can turn to the dictionary of the Russian language. Such use of dictionaries in Russian language lessons in schools with the Kazakh language of instruction not only expands the vocabulary of students, but also helps to increase their level of knowledge of the Russian language, broadens their horizons in general and knowledge of the theory of language in particular, develops skills in working with books, as well as in general their oral and written speech activity. The scientific novelty of the research results. A review and analysis of scientific literature revealed that all methodologists are unanimous in the usefulness and necessity of using dictionaries in the educational process of the school. Types and types of work with dictionaries proposed and developed by specialists at the school are scientifically based and convincing. However, no techn-?que is universal. Each contingent, school, class require their own methodology, interpretation, since national traditions, way of thinking, perception of the world are specific. Therefore, work with dictionaries in schools with the Kazakh language of instruction also requires its scientific justification, the development of its own methodology, namely, training in the use of Russian dictionaries in comparison with dictionaries of the Kazakh language. Conclusion When teaching the Russian language dictionaries, we, based on the principle of interconnected teaching of Russian and Kazakh languages on the material of the dictionaries of the Russian and Kazakh languages, familiarized ourselves with the Russian language dictionary preceded by a repetition of the identical Kazakh language dictionary. Using a concrete example (lecture lesson plan), we showed how the principle of interconnected teaching of Russian and Kazakh languages is implemented on the basis of material from the dictionaries of Russian and Kazakh languages.

Педагогические условия обучения профессиональному иностранному языку студентов направления подготовки «Агроинженерия» на основе модели интегрированного предметно-языкового обучения

Currently, content and language integrated learning is becoming more widespread in the teaching of agrarian university students. For university pedagogy, this is a fairly new and innovative approach aimed at achieving two goals at the same time: 1) the further development of students’ foreign language communicative competence; 2) the further development of professional competencies by means of a foreign language. The dual purpose testifies to the fact that with this approach, a foreign language is both the teaching goal and a mean of professional development of students. However, the effectiveness of the teaching methods will depend on the consideration of a number of pedagogical conditions. In this work we identify and substantiate six pedagogical conditions, the consideration of which, when developing the appropriate teaching methods, will contribute to the effectiveness of the process of professional foreign language teaching in an agrarian university students of the “Agricultural Engineering” programme. These conditions include: a) the selection of subject content of teaching is carried out on the basis of the implementation of intersubject communications reliance principle; b) in the learning process, problem speech tasks are used, as well as tasks that reflect the specifics of the students’ future professional activities; c) the minimum level of foreign language proficiency by students is B1-B2; d) grouping students by level of knowledge of a foreign language; e) grouping students according to their study profiles within the framework of the programme; f) the competence of the teacher in the field of foreign language, profile specialty and methods of teaching them. The work describes in detail each of the selected conditions.