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социологических знаний ......................................................................................................................... 111Гвенетадзе Э. Влияние внешних факторов на процесс развала единой Грузиина царства и княжества ........................................................................................................................... 115Гурамишвили М. Информационный подход к изучению и регулированиюконфликтов ............................................................................................................................................... 118Гурамишвили М. Проблема этнических конфликтов в российского-грузинскихотношениях .............................................................................................................................................. 122Самадашвили М. Эффективное управление организацией .............................................................. 125Самадашвили М. Оценка деятельности персонала ............................................................................ 129Дзидзигури Г. Государственная собственность на землю ................................................................ 134Дзидзигури Г. О последствиях отчуждения грузинской земли в пользу иностранцев ................... 137sabunebismetyveli disciplinebi/Естествоведческие дисциплины/ScienceАмирезашвили Н., Чикоидзе Г. Синтаксический интерфейс для грузинскогопростого предложения ............................................................................................................................ 141Бенашвили А. Современные тенденции развития аппаратных средств компьютеров ................... 151Бенашвили А. Асинхронизм в современных цифровых устройствах .............................................. 155М. Маградзе. Система JIT - управления и распределения резервов ................................................. 161Кокрашвили Т.А., Шенгелия М.А. Триплетные эксиплексы в реакциях переноса атомаводорода ................................................................................................................................................... 165arqiteqtura/Архитектура/ ArchitecturaГусейнли Лейла Фарман кызы. Художественный язык макро и микросредовыхструктур Баку ........................................................................................................................................... 169Имнадзе Н., Хахуташвили Е. Маркетинговое исследованиеархитектурно-строительной компании «Цавкисис-Вели» ................................................................ 172Дзидзигури М., Иосебидзе Д. Иссторическо-архитектурное исследованиетерритории вблизи т.н. “Мшрали Хиди” .............................................................................................. 176amoyenebiTi disciplinebi/Прикладные дисциплины/Applied disciplineДеметрадзе Л., Капанадзе Л. Усовершенствование технологических процессовпроизводства обуви с применением сетевой модели ........................................................................... 182Каландадзе И., Болквадзе Т., Чичинадзе С. О будущей реформе современногокалендаря .................................................................................................................................................. 186Лурсманашвили Л., Долидзе Н., Датуашвили М., Чиргадзе К. Конструктивнаяхарактеристика счетно-графических способов построения чертежей деталей одежды ................... 192Чхеидзе Л. Грузинский воинственний танец «хоруми» ................................................................... 1968
pedagogika – Pedagogics – Педагогика Sromebi – TRANSACTIONS – ТРУДЫ № 2 (14), 2009Gotsiridze R.Georgian Technical University77 Kostava street, Tbilisi, GeorgiaCULTURAL STUDIES FOR LANGUAGE LEARNERSThe closest English equivalent of “culturology” is no doubt the term “cultural studies.” Theobject of study in this case is culture as the integral system of various cultures—national, professional,racial, etc.Culturology[1] presupposes a social mode of thought, action and ideas, which cannot beenacted through the efforts of individual thinkers working in isolation. It is not surprising that all ofour culturologists are “migrants” from other, more specific fields of study—most often philology,literary criticism and the general history of art—who “illegally,” at their own risk, have oversteppedthe boundaries of their narrow disciplines. But the question remains: when will it be possible forculturology to develop on the basis of its own object of study, on the scale of an all-encompassingsystem of knowledge? This integral area requires specialization in its initial stages, but at thepresent point in time, we must have specialists in the universal. Only in this way can the universaltake its place amid the many faces of particularity and begin the work of transforming and synthesizingthem. Today we need culturologists not only from the fields of ancient philology, but fromculturology as such.While culture is humanity’s message to itself, culturology is the objectified self-consciousnessof culture; it explores the perpetual self-estrangement of the human spirit (in its almost compulsiveproduction of external objects) as well as its self-acquisition (in its on-going interpretation and appropriationof these objects). Culturology is for culture what culture is for humanity—a means ofself-knowledge and self-regulation. If culture is the cultivation of nature, then culturology is notmerely the study of culture, but its further cultivation. In the process of self-reflection and selfestrangement,culture becomes an object of its own intellectual activities, and culturology is the locusof this activity.As for the relationship of culture and society, there has long been a bias toward the latter, sothat culture was perceived as a by-product of certain stages of social development, i.e. as somethingsecondary and contingent. Moreover, this fostered the inclusion of culture studies within the confinesof social inquiry, precluding culturology in favor of a sociology of culture. Yet this is tantamountto replacing aesthetics with a sociology of art, or physics with a sociology of science. To besure, certain features of a social order enable or prevent certain elements of content in culture, butthis does not imply that content itself is a mere derivative of social relations: it possesses its ownsource of creative energy, which provides the essential stimulus and perspective for social development.The scope of culture is much broader and deeper than that of society as such. While societyencompasses all living people in their combined activity and the interrelations of their roles, cultureembraces the activity of all previous generations accumulated in artistic works, scientific discoveries,moral values, and so on. The social level is but one horizontal section of culture, which in itstotality permeates all historical worlds as we see in the perpetual migration of texts and meanings—from country to country, from generation to generation. Culture is the totality of objectified relationsof human beings among themselves. And therefore, as the individual becomes part of culture,growing in the knowledge of multiple levels of cultural heritage, s/he discovers ever more facets ofhumanity within him or herself.Culture,[2] an integral aspect of language learning, sometimes fades into the background inthe language classes. Language is communication, but not without an understanding of the culture.9
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