Essay’s analyzing skills forming as personality’s development stage (on materials of 17 goals of UNESCO for sustainable world of progress and common sense)

Analyzing skills in the first stage have reflection in the positive development of a child, later as a happy, integrated, strong human being, able to realize itself. And then in the process of education every personal transformation involves an initial state. Every new item of information is received and processed as initial analyzing skill, adding the whole volume of personal mental (as intellectual) development data.

Pedagogical experiment on analyzing skills formation observing and summarizing gives great opportunities of defining the most effective rational stages of the teaching process of analyzing skills forming in university classes and outdoor students’ practice. The materials of 17 Goals of UNESCO, declared a Leader of UNESCO, Paris, Inga Nichanian at the Conference of Pedagogical University, Saint-Petersburg, being put in pedagogical process of foreign language teaching, happened to be interesting and useful for training and saving analyzing skills of the students [2, p. 7].

Among the effective methods of teaching while solving the tasks of a pedagogical experiment, we defined some methods, happened to be the most interesting and productive for the learners. There are some of them:

• Group sharing model. The students have to share what they are learning about themselves, each other and the World having read and discussed the materials on UNESCO Goals. They were supposed to define for themselves how they are strengthening their relations with others; how the states and nations are learning to understand and respect others;
• Examples of questions or activities to use. They are: a) What is the most valuable part of the UNESCO document? b) Why did you appreciate this moment in particular? c) What importance do you think it had? d) What do you think can be done in international political and diplomatic spheres to help solve the situation in the key of UNESCO goals for the sake of sustainable world.

The skills of reading and analyzing documents of international meaning help the students to recognize such approach to penetrating through the core of the material as “Me and the World’ Model”. While reading, discussing and analyzing the items of the Program “17 Goals” the students can describe, picture and imagine the need for transformation not only locally, but, if it will be necessary – globally with those affected while discussing solutions and possible contributions in group work on the problem UNESCO Goals. The method of forming analyzing skills “helps the participants take their” local “situation into a “global” context and see themselves as global citizens” [3, p. 57].

Pedagogical experiment lets teachers to observe, that all behavior consists of opposites and polarities. True simplicity is not easy. The group discovers the leaders among those involved into common work: the one is a teacher. The real leader teaches by example rather than lecturing others or how they ought to be. The second leader is one among the participants, as a moderator or a group work. He (she) pays respectful attention to all participants’ opinions. Thus the group becomes more open to more and more possibilities of behavior, learning, recognition, empathy. The students learn a great deal when they are open to everything in discussion of serious political international problems (here- UNESCO Goals), and not just figuring out what pleases the teacher. The main goal is analyzing style of the mental process’ building up, constructing, forming, founding, creating, when the style is no substitute for substance. The students learn, that knowing certain facts is not more powerful that simple wisdom- position of thinking, when the point is acting from one’s centre. In the situation of discussing the problem of 17 UNESCO Goals ruling the positive peaceful negotiations in different situations of international governors and authorities communication, the students learn that effective action arises out of a clear sense of being and good. In this they find a source of peace as a goal, the foundation of personal realization not only for personal aims, but society’s ones as well. Remembering, that education is the common ground of all creation, a teacher does not try to protect students from themselves, when the light of awareness shines equally on what is good and what is not good.

Using significant political, diplomatic, social and different international relations materials not only requires the internationalization of education, but promote the development of empathy and action at a global level. The process in it’s basic structure means studying of the pro-social behavior of students. In practice it means not less that building on the work on 17 Goals on fostering an ethical curriculum, aspects of the curriculum that facilitate the development of global caring behavior between amongst young people are identified [4, p. 44].

Why it is very important to look throw, to penetrate through essential documents and materials of the international negotiation sphere in the process of learning -teaching foreign language? The very students answer the question in final questionary – lists on the results of the pedagogical experiment on the theme. They become aware of what is happening (confrontation, wars, local conflicts, etc.), pay attention to international affairs understanding with open mind. Enough intellectual level of personal development gives opportunity of setting aside personal prejudices or bias. It becomes possible, because principles and process of education in the course of foreign language learning (teaching) are inseparable. The teachers declare the aims the students must achieve in the process of communication in a team-work of students and in a personal work on the materials-documents on the theme. In short it may be expressed as: “You must know the best and most political, cultural and economical material about fundamentalism and conflicts to use; the specific and unique for each culture features and items of material and how they can work pro “and “contra”; to have knowledge to improve his(her) ability to analyze, synthesize and develop insight in his field; to have high personal and professional competence; to be interested in some kind of promotion the talented and hardworking students; to possess social skills such as cooperativeness; not do what interest him(her) most without regard to the needs of the students and multinational group as a whole; be practical, realistic and creative at the same time; to have initiative; to knows how to report results orally and writing; to have some scientific abilities.

Practice shows that such approaches keep up with teaching-learning progress and grows professionally.

A real motivation of teachers and students involved in intercultural communication as object and subject of pedagogical process may be described as: “Thinking in broad terms. Be concerned with the world beyond their own personal sphere. Be forward-looking and progressive, having great hopes for the future. Stay current up to date, responding to contemporary educational methodical trends, both in terms or personal style and in terms of ideas. Have an experimental mind and be attractive by the novel. Generate the strong points of future leaders and competitive professionals include the concern for human welfare and social betterment, sense of fairness and democratic spirit, and own (their) personal vision of everything in the direction of saving and improving.

In the process of team-working the participants recognize the specific features of Analyzing thinking through structural elements of professional language presentation as: motivation, exploration, dialogue, reflection, action and good expected. Our interdisciplinary intercultural project seeks to investigate and explore the nature, significance and practices of intercultural communication and the best learning-teaching methods it declares, supports and creates. Leadership in the world of a sustainable development is possible due to experience in educational development, and then in professional practice for Non-Violence and Peace for sustainability and development, declared in 17 UNESCO Goals. Learning to Live Together means Learning to Work Together in order not to live our future behind. The main goals and informative items of global knowledge we get and learn to possess in the course of the experiment are the evident professional skills for ever: to know what is emerging, keeping peace while others discover for themselves; to learn to lead without being possessive; to learn to lead in a nourishing manner; to learn to be helpful without taking the credit; to remain clear and down -to-Earth. Evidential thing l “The more you understand yourself, the easier it is to remain Happy and Peaceful” (Indian wisdom) works effectively at all stages of a prolonged process of Analyzing skills obtaining.

1. The Tao of Leadership. The USA, Atlanta, Georgia, 1985, p.91.
2. Smidth H., Nelson B. UNESCO goals for the world of sustainable development – International-Teacher Post, n.2, 2018, Denmark, Kopenhagen.
3. Learning to Live Together, Geneva, Switzerland, 2008, p.57.
4. Azarenkova M.I. Conference at a glance. Gapan, Iafor, Osaka, 2015, p.44.