HUMAN INTERACTIONS:
LOVE, MARRIAGE AND FAMILY
IN CROSS-CULTURAL PERSPECTIVES
PART I
ɍɱɟɛɧɨ-ɦɟɬɨɞɢɱɟɫɤɨɟ ɩɨɫɨɛɢɟ ɞɥɹ ɜɭɡɨɜ
ɂɡɞɚɬɟɥɶɫɤɨ-ɩɨɥɢɝɪɚɮɢɱɟɫɤɢɣ ɰɟɧɬɪ
ȼɨɪɨɧɟɠɫɤɨɝɨ ɝɨɫɭɞɚɪɫɬɜɟɧɧɨɝɨ ɭɧɢɜɟɪɫɢɬɟɬɚ
2010
ɍɬɜɟɪɠɞɟɧɨ ɧɚɭɱɧɨ-ɦɟɬɨɞɢɱɟɫɤɢɦ ɫɨɜɟɬɨɦ ɮɚɤɭɥɶɬɟɬɚ ɪɨɦɚɧɨ-ɝɟɪɦɚɧɫɤɨɣ
ɮɢɥɨɥɨɝɢɢ 28 ɢɸɧɹ 2010 ɝ., ɩɪɨɬɨɤɨɥ ʋ 6
Ɋɟɰɟɧɡɟɧɬ ɤɚɧɞ. ɮɢɥɨɥ. ɧɚɭɤ, ɞɨɰ. ȼȽɍ ɇ.Ɇ. ɒɢɲɤɢɧɚ
ɍɱɟɛɧɨ-ɦɟɬɨɞɢɱɟɫɤɨɟ ɩɨɫɨɛɢɟ ɩɨɞɝɨɬɨɜɥɟɧɨ ɧɚ ɤɚɮɟɞɪɟ ɚɧɝɥɢɣɫɤɨɝɨ ɹɡɵɤɚ
ɝɭɦɚɧɢɬɚɪɧɵɯ ɮɚɤɭɥɶɬɟɬɨɜ ɮɚɤɭɥɶɬɟɬɚ ɪɨɦɚɧɨ-ɝɟɪɦɚɧɫɤɨɣ ɮɢɥɨɥɨɝɢɢ ȼɨɪɨɧɟɠɫɤɨɝɨ ɝɨɫɭɞɚɪɫɬɜɟɧɧɨɝɨ ɭɧɢɜɟɪɫɢɬɟɬɚ.
Ɋɟɤɨɦɟɧɞɭɟɬɫɹ ɞɥɹ ɫɬɭɞɟɧɬɨɜ 1 ɤɭɪɫɚ ɞɧɟɜɧɨɣ ɮɨɪɦɵ ɨɛɭɱɟɧɢɹ ɜɫɟɯ ɝɭɦɚɧɢɬɚɪɧɵɯ ɫɩɟɰɢɚɥɶɧɨɫɬɟɣ ȼɨɪɨɧɟɠɫɤɨɝɨ ɝɨɫɭɧɢɜɟɪɫɢɬɟɬɚ.
Ƚɋɗ.Ɏ.01
2
ɉɈəɋɇɂɌȿɅɖɇȺə ɁȺɉɂɋɄȺ
ɍɱɟɛɧɨ-ɦɟɬɨɞɢɱɟɫɤɨɟ ɩɨɫɨɛɢɟ «Human Interactions: Love, Marriage and
Family in Cross-Cultural Perspective» Part I ɩɪɟɞɧɚɡɧɚɱɟɧɨ ɞɥɹ ɫɬɭɞɟɧɬɨɜ
ɩɟɪɜɨɝɨ ɤɭɪɫɚ ɞɧɟɜɧɨɝɨ ɨɬɞɟɥɟɧɢɹ ɝɭɦɚɧɢɬɚɪɧɵɯ ɫɩɟɰɢɚɥɶɧɨɫɬɟɣ ȼɨɪɨɧɟɠɫɤɨɝɨ ɝɨɫɭɧɢɜɟɪɫɢɬɟɬɚ.
ɐɟɥɶɸ ɞɚɧɧɨɣ ɪɚɛɨɬɵ ɹɜɥɹɟɬɫɹ ɪɚɡɜɢɬɢɟ ɭ ɫɬɭɞɟɧɬɨɜ ɧɟɨɛɯɨɞɢɦɨɝɨ
ɭɪɨɜɧɹ ɤɨɦɦɭɧɢɤɚɬɢɜɧɨɣ ɤɨɦɩɟɬɟɧɰɢɢ ɞɥɹ ɪɟɲɟɧɢɹ ɫɨɰɢɚɥɶɧɨ-ɤɨɦɦɭɧɢɤɚɬɢɜɧɵɯ ɡɚɞɚɱ ɜ ɪɚɡɥɢɱɧɵɯ ɨɛɥɚɫɬɹɯ ɛɵɬɨɜɨɣ, ɤɭɥɶɬɭɪɧɨɣ, ɩɪɨɮɟɫɫɢɨɧɚɥɶɧɨɣ ɢ ɧɚɭɱɧɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ. ɉɨɫɨɛɢɟ ɬɚɤɠɟ ɩɪɢɡɜɚɧɨ ɨɛɟɫɩɟɱɢɬɶ
ɪɚɡɜɢɬɢɟ ɢɧɮɨɪɦɚɰɢɨɧɧɨɣ ɤɭɥɶɬɭɪɵ, ɪɚɫɲɢɪɟɧɢɟ ɤɪɭɝɨɡɨɪɚ ɢ ɩɨɜɵɲɟɧɢɟ
ɨɛɳɟɣ ɤɭɥɶɬɭɪɵ ɫɬɭɞɟɧɬɨɜ, ɜɨɫɩɢɬɚɧɢɟ ɭɜɚɠɟɧɢɹ ɤ ɞɭɯɨɜɧɵɦ ɰɟɧɧɨɫɬɹɦ
ɪɚɡɧɵɯ ɫɬɪɚɧ ɢ ɧɚɪɨɞɨɜ.
ɉɨɫɨɛɢɟ ɫɨɫɬɨɢɬ ɢɡ 4 ɪɚɡɞɟɥɨɜ, ɩɪɢɥɨɠɟɧɢɹ ɢ ɫɩɢɫɤɚ ɥɢɬɟɪɚɬɭɪɵ. Ⱦɥɹ
ɤɚɠɞɨɝɨ ɪɚɡɞɟɥɚ ɨɩɪɟɞɟɥɟɧɵ: ɬɟɦɚɬɢɤɚ ɭɱɟɛɧɨɝɨ ɨɛɳɟɧɢɹ, ɩɪɨɛɥɟɦɵ ɞɥɹ
ɨɛɫɭɠɞɟɧɢɹ ɢ ɬɢɩɢɱɧɵɟ ɫɢɬɭɚɰɢɢ ɞɥɹ ɜɫɟɯ ɜɢɞɨɜ ɭɫɬɧɨɝɨ ɢ ɩɢɫɶɦɟɧɧɨɝɨ
ɪɟɱɟɜɨɝɨ ɨɛɳɟɧɢɹ. ȼ ɰɟɧɬɪɟ ɤɚɠɞɨɝɨ ɪɚɡɞɟɥɚ – ɬɟɤɫɬ, ɜ ɯɨɞɟ ɪɚɛɨɬɵ ɫ
ɤɨɬɨɪɵɦ ɨɬɪɚɛɚɬɵɜɚɸɬɫɹ ɪɟɰɟɩɬɢɜɧɵɟ ɢ ɩɪɨɞɭɤɬɢɜɧɵɟ ɜɢɞɵ ɪɟɱɟɜɨɣ
ɞɟɹɬɟɥɶɧɨɫɬɢ.
ȼ ɡɚɜɟɪɲɚɸɳɭɸ ɱɚɫɬɶ ɪɚɛɨɬɵ ɜ ɪɚɦɤɚɯ ɤɚɠɞɨɝɨ ɭɪɨɤɚ ɜɯɨɞɹɬ ɩɟɪɟɫɤɚɡ
ɨɫɧɨɜɧɵɯ ɩɨɥɨɠɟɧɢɣ ɬɟɤɫɬɚ, ɨɛɫɭɠɞɟɧɢɟ ɤɥɸɱɟɜɵɯ ɦɨɦɟɧɬɨɜ ɬɟɦɵ ɭɪɨɤɚ,
ɧɚɩɢɫɚɧɢɟ ɷɫɫɟ ɜ ɪɚɦɤɚɯ ɩɪɨɣɞɟɧɧɨɣ ɬɟɦɵ, ɩɨɢɫɤ ɞɨɩɨɥɧɢɬɟɥɶɧɨɣ
ɢɧɮɨɪɦɚɰɢɢ ɩɨ ɬɟɦɟ ɢ ɟɟ ɩɪɟɡɟɧɬɚɰɢɹ. ȼɫɟ ɭɩɪɚɠɧɟɧɢɹ ɪɚɫɫɱɢɬɚɧɵ ɧɚ
ɮɨɪɦɢɪɨɜɚɧɢɟ ɭɦɟɧɢɣ ɢ ɧɚɜɵɤɨɜ, ɧɟɨɛɯɨɞɢɦɵɯ ɞɥɹ ɨɫɭɳɟɫɬɜɥɟɧɢɹ
ɪɚɡɥɢɱɧɵɯ ɜɢɞɨɜ ɪɟɱɟɜɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ, ɚ ɬɚɤɠɟ ɧɚ ɪɚɡɜɢɬɢɟ ɩɢɫɶɦɟɧɧɨɣ
ɤɨɦɦɭɧɢɤɚɰɢɢ.
ɇɚ ɤɚɠɞɵɣ ɪɚɡɞɟɥ ɪɟɤɨɦɟɧɞɭɟɬɫɹ ɨɬɜɨɞɢɬɶ 2,5 <...>
_Human_Interactions_Love,_Marriage_and_Family__in_Cross-Cultural_Perspective._Part_I___.pdf
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HUMAN INTERACTIONS:
LOVE, MARRIAGE AND FAMILY
IN CROSS-CULTURAL PERSPECTIVES
PART I
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2010
Стр.1
- «Human Interactions: Love, Marriage and
Family in Cross-Cultural Perspective» Part I
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3. Replace the underlined words with a single word.
Here are my wedding pictures.
Here's (1) my father's father. The
woman next to him is (2) my father's
sister. Here's (3) my mother's brother,
(4) his wife, and (5) their children. Over here is (6) my sister's son,
and behind him are (7) his two sisters and (8) his father. These are
(9) my husband's parents. What a family!
1. my grandfather
2. my
3. my
4. my
5. my
6. my
7. my
8. my
9. my
4. Using the family tree below, tell the relationships between the following
people.
1. Michael : Julia
2. Michael : Patty
3. Patty : Mark
4. Julia : Alice
5. Alice : Nancy
husband : wife
6. Edward : Nancy
7. Edward : Jack
8. Elizabeth :
Chris
9. Anna : Patty
10. John : Chris
Draw your own Family Tree and tell the class about your family background.
6
Стр.6
5. Read the words related to the life events and give their equivalents in Russian.
Choose the most stressful events for you. Discuss in class and draw a chart of top
ten stressful events.
starting/leaving school
changing jobs/school
moving house
divorce
mp sickness/addictions
assuming a caretaking role
assuming a kin-keeping role
parent-children conflict
remarriage
adjustment in a father/mother custody family
Pre-reading
Scan the text. Choose the heading from the list (A-D) for each part (1-4) of the
text.
A. Parenting Styles
B. The Diversity of Families
C. Cultural Ethnic and Social Class Variations in Families
D. Some Features of Typical American Family
Reading
1. Read the text and fill in the gaps with the words given below. Change the forms
of the words where necessary.
to nurture
to abuse
a lack
limits
adjusted to exhort
full-time income
poverty to rear
to promote
(socially) competent
to treat
to be overemphasized
caregiver demands
to be uninvolved
the extent
to be affectionate
verbal exchange
reliant
matters
differences
distant
ability
newly marriage
neighborhood
obedience
related stress
support
2. Look at these statements and find evidence in the text to support them.
a) There is a great variety of families in each country.
b) There are social class differences both in child - rearing values and in
parenting behaviors.
c) An extended Black family provides social support.
d) The roles of mother and father in Mexican families are different.
7
Стр.7
Text.
Part 1.
Children grow up in a diversity of families. Some children live in families
that have never experienced divorce, some live virtually their entire childhood in
single - parent families, and yet others live in stepfamilies. Some children live in
_______, others in economically advantaged families. Some children's mothers
work _______ and place them in day care, while some mothers stay home with
their children. Some children have siblings, others don't. Some children's parents
_______ them harshly and _______ them, other children have parents who
nurture and support them.
Some experts believe attachment to a _______ during the first several
years of life is the key ingredient in the child's social development, increasing the
probability the child will be socially _______ and well _______ in the preschool
years and beyond. Other experts believe secure attachment has been _______ and
that the child's temperament, other social agents and contexts, and the complexity
of the child's social world are also important in determining the child's social
competence and well-being.
Part 2.
Parents want their children to grow into socially mature individuals, and
they may feel frustrated in trying to discover the best way to accomplish this.
Developmentalists have long searched for the ingredients of parenting that
_______ competent social development in children. For example, in the 1930s,
John Watson argued that parents were too _______ with their children. In the
1950s, a distinction was made between physical and psychological discipline,
with psychological discipline, especially reasoning, emphasized as the best way
to _______ a child. In the 1970s and beyond, the dimensions of competent
parenting have become more precise.
Especially widespread is the view of Diana Baumrind (1971), who believes
parents should be neither punitive nor aloof, but should instead develop rules for
their children and be affectionate with them. She emphasizes three types of
parenting that are associated with different aspects of the child's social behavior:
authoritarian, authoritative, and laissez-faire (permissive).
Authoritarian parenting is a restrictive, punitive style that _______ the
child to follow the parent's directions and to respect work and effort. The
authoritarian parent places firm limits and controls on the child with little
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