English for Education Specialists: The Humanist Way («Английский язык для специалистов сферы образования: Гуманистический аспект»)

ВЫСШЕЕ ОБРАЗОВАНИЕ

И.Н. ЛАЗАРЕВА 
З.М. ПАНТЮХ

ENGLISH FOR EDUCATION SPECIALISTS: 

THE HUMANIST WAY
(АНГЛИЙСКИЙ ЯЗЫК 

ДЛЯ СПЕЦИАЛИСТОВ СФЕРЫ ОБРАЗОВАНИЯ: 

ГУМАНИСТИЧЕСКИЙ АСПЕКТ)

Учебное пособие

Рекомендовано Федеральным государственным автономным

образовательным учреждением высшего образования «Дальневосточный 

федеральный университет» (ФГАОУ ВО ДВФУ) к использованию

в качестве учебно-методического пособия для обучающихся

по направлениям подготовки 37.04.01 «Психология» 
и 44.04.02 «Психолого-педагогическое образование»

(квалификация «магистр»)

Москва

ИНФРА-М

2018

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УДК 811.111(075.8)
ББК 81.2Англ.я73

Л17

Рецензенты:

И.В. Балицкая, доктор педагогических наук, профессор кафедры иностранного 

языка и страноведения, Сахалинский государственный университет;

C.М. Соболева, кандидат филологических наук, доцент кафедры лингвистики 

и межкультурной коммуникации Дальневосточного федерального 

университета

Лазарева И.Н.

Л17
English for Education Specialists: The Humanist Way (Английский язык 

для специалистов сферы образования: Гуманистический аспект) : учеб. 
пособие / И.Н. Лазарева, З.М. Пантюх. – М. : ИНФРА-М, 2018. – 160 с. –
(Высшее образование).

ISBN 978-5-16-107563-0 (online)

Содержание предлагаемого пособия реализуется в смысловом единстве  совершенствования 

навыков устной и письменной англоязычной речи  и развития информационной  и 
исследовательской культуры обучающихся. Ориентация курса на понимание научно-практической 
значимости гуманистического подхода позволяет не только расширить границы профессионального 
общения студентов, но и решать задачи в области  приобретения опыта профессионального 
самоопределения,  осознания студентом перспектив своей деятельности и ее значимости.  

Для 
подготовки 
магистров, 
обучающихся 
по 
направлениям 
подготовки 
37.04.01

«Психология», 44.04.02 «Психолого-педагогическое образование». Также может использоваться 
бакалаврами направления 37.03.01 «Психология» при изучении дисциплины «Иностранный язык в 
профессиональной сфере», аспирантами и всеми, кому нужно повысить квалификацию в области 
психолого-педагогических наук.

Снабжено ключами для самоконтроля.

УДК 811.111(075.8)

ББК 81.2Англ.я73

ISBN 978-5-16-107563-0 (online)              © Лазарева И.Н., Пантюх З.М., 2018

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CONTENTS

ПРЕДИСЛОВИЕ
4

INTRODUCTION  LESSON.  HUMANISATION OF EDUCATION AS THE KEY 
ELEMENT OF THE TEACHER’S NEW FRAME OF MIND
6

UNIT 1. ILLUMINATING MATTERS OF IMPORTANCE TO THE FIELD
11

LESSON 1.  EXPLORING THE SUBSTANCES OF EDUCATIONAL PSYCHOLIOGY
11

LESSON 2.  KEY QUESTIONS AS INTEGRATIVE GOALS
18

LESSON 3. BEING A WISE CONSUMER OF INFORMATION
21

LESSON 4. UNDERSTANDING THE NATURE OF SCIENCE
27

UNIT 2. THE HUMANISTIC PERSPECTIVE OF EDUCATIONAL PSYCHOLOGY
35

LESSON 1. HUMANISTIC THEORISTS
36

LESSON 2.  PEDAGOGY STRANDS
42

LESSON 3. CASE STUDY:  THE MINNESOTA NEW COUNTRY SCHOOL
47

LESSON 4. CREATING A NEW TYPE OF REALITY IN CLASS: DRAMA ACTIVITIES
54

LESSON 5.  HUMANISTIC TEACHER EDUCATION: TWO VIEWS ABOUT THE ANSWER
62

UNIT 3. TEACHING: ART OR SCIENCE?
76

LESSON 1.  DETERMINING YOUR TEACHING PHILOSOPHY
76

LESSON 2.  THE NATURE OF TEACHING
82

LESSON 3.  BECOMING A REFLECTIVE TEACHER
85

LESSON 4. ON THE CRAFT OF TEACHING
92

LESSON 5. TRANSFORMATIONAL TEACHING
96

UNIT 4. HUMANIST ORIENTATION TO LEARNING
105

LESSON 1.  THE LEARNING PROCESS: LEVELS OF COMPLEXITY
105

LESSON 2. BUILDING THE LEARNER’S MINDSET
110

LESSON 3. THE VALUE OF KNOWING HOW STUDENTS LEARN
117

LESSON 4.  A HAPPY AND SUCCESSFUL LEARNER
122

LESSON 5. ENCOURAGING STUDENT MOTIVATION
128

PROGRESS CHECKS
131

PROGRESS CHECK 1.
131

PROGRESS CHECK 2.
134

PROGRESS CHECK 3.
137

PROGRESS CHECK 4.
141

REFERENCES
144

APPENDICES
146

APPENDIX A. REVISITING GRAMMAR
146

APPENDIX B. REPORTING VERBS
148

APPENDIX C. HOLDING DISCUSSION
149

APPENDIX D. GRADING RUBRICS
152

APPENDIX  E. PROFESSIONAL GROWTH  PLAN
157

APPENDIX F. INVENTORY OF IMAGE THEATRE TECHNIQUES
159

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ПРЕДИСЛОВИЕ

Данное учебное пособие разработано в соответствии с требованиями 

ФГОС ВПО к освоению образовательной программы по иностранному языку 
для направлений подготовки 37.04.01 «Психология», 44.04.02 «Психологопедагогическое образование». Пособие предназначено прежде всего для 
магистрантов и аспирантов, а также может быть полезным для студентов 
старших курсов психолого-педагогических специальностей.

Предполагается, что студенты приступают к работе с данным пособием 

на этапе, когда их языковые и речевые умения соответствуют уровню B1 – B2 
по Общеевропейской шкале уровней владения иностранными языками.

Необходимость данного издания вызвана перспективными изменениями 

в современной системе высшего педагогического образования, всё в большей 
степени ориентирующегося на личность преподавателя, становление его 
профессионально-педагогической культуры. Акцентируя гуманистические 
профессиональные ценности, дисциплина «Иностранный язык», способна 
повысить не только практический эффект обучения, выражающийся в 
приобретении новых знаний и умений, но и внести существенный вклад в 
развитие профессионального педагогического мировоззрения студентов. 

Цель пособия – подготовка студентов к использованию иностранного 

языка как важного ресурса в понимании современных направлений, тенденций 
и 
технологий
в 
образовательных 
процессах 
развития 
субъектных 

способностей человека, осознании себя в профессии и выработке собственных 
стратегий профессионального роста.

Изложение курса опирается на аналитические обзоры и обобщения 

научной литературы, периодики, интернет-публикаций. В четырёх разделах 
рассмотрены следующие взаимосвязанные «срезы» образования.

Раздел 1 рассматривает психолого-педагогическое знание в свете

научных критериев. Раздел 2 посвящён теоретическим и практическим 
аспектам гуманистической педагогической традиции. В разделе 3 представлен 
ценностный 
компонент 
содержания 
педагогической 
деятельности 
и 

особенности его реализации в процессе образования. В разделе 4
актуализирован аспект развития человека в образовании. 

Структурно каждый урок представлен следующим образом: текст, 

предтекстовые и послетекстовые задания, секция логических и творческих 
приёмов научно-познавательной деятельности, практические задания для 
самоконтроля, вопросы, вынесенные на обсуждение. Для контроля уровня 
сформированности соответствующих компетенций в конце каждого раздела 

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приводятся контрольные тесты (Progress Checks). В секции «Приложения» 
представлены: справочные материалы, оценочные шкалы, базовая форма 
плана профессионального развития.

Методический аппарат ориентирован на активизацию и углубление 

навыков анализа информационных источников и системной работы со 
специальной научной литературой; расширение запаса профессионально ориентированной лексики; развитие когнитивно-дискурсивных умений, 
направленных на восприятие и порождение связных монологических и 
диалогических текстов на английском языке в устной и письменной формах;
приобретение опыта аргументации собственных выводов и предложений и
участие в их обсуждении.

С этой целью предлагаются
следующие виды интеллектуально
реалистических 
заданий, 
предполагающих 
сознательное 
выполнение 

«личностного 
действия»
(выбора, 
принятия 
ответственного 
решения, 

заявления о своей позиции): словесный отчет, внутреннее высказывание, 
критическая оценка предложенной точки зрения, решение профессиональноразвивающих задач; взаимооценивание, рефлексия деятельности.

Мы 
надеемся, 
что 
обращённость 
иноязычного 
материала 
к 

гуманистическим ценностям
позволит значительно расширить границы 

профессионального общения студентов, окажет благотворное воздействие  на 
развитие сферы их профессионального самосознания и самоопределения.

Пособие снабжено ключами, доступ к которым можно получить по 

ссылке: 
https://docs.google.com/document/d/1IYbEAKR9akLMDnwtTHFap6t3NRugEgRr0
6Ter1Grue4/edit?usp=sharing

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INTRODUCTION  LESSON. HUMANISATION OF EDUCATION AS THE 
KEY ELEMENT OF THE TEACHER’S NEW FRAME OF MIND

In this lesson you will discuss the implications of humanistic approach on 
educational modernization.
_______________________________________________________________

1.1.
Discuss your answers to the following  question:
How has the new world expanded the knowledge and skills   that students 

need so that to be successful workers and citizens?

1.2.
Focus text 1. Some phrases have been removed from the text. Choose 
from the items (a – l) the one which fits in each gap (1 – 12).

a. new questions and new answers.
b. re-examination of society’s priorities, classifications, habits, and values
c. skills
d. carry out a process of training
e. predetermined conclusions
f. resistance to training
g. an environment
h. enhance
i. dominated the curriculum
j. assumptions
k. in a meaningful way
l. memorization, short-term method of learning

The educational system is designed to 1. ………………. Training perpetuates 

existing information and reinforces current trends. It is usually a 2. 
…………………., short-term method of learning.  For example, whenever students 
are expected to memorize the presidents of the United States, they are being trained. 
The true purpose of education, however, is to study the principles operant within an 
activity in order to facilitate 3. ………………….... In essence, education requires 4. 
……………….. in which students are not asked questions for which the answers are 
known.  If the questions involve 5. ……………………, the process is training.

Both education and training should be provided in the school. There are, 

obviously, 6. …………. such as keyboard usage and welding in which many 
students would choose to be trained. The problem is that training has 7. 
……………………... It is suggested that many school problems are attributable to 
students’ growing 8. …………………... Even on college campuses, many students 
are questioning the 9. …………………… inherent in the present system. For them, 

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learning through training is not “relevant” because it does not provide an 
atmosphere for 10. …………………………………………Although training was an 
asset to the Industrial Revolution, the emerging communications era requires an 
education system that will 11. ………………. the development of new values and 
behavior patents. It will also add to the ability to solve problems and to 
communicate 12. ……………………… .  

1.3.
Read the selection again and decide which of these headlines would be 

best for it. 

- Education is Not Training
- Education Is More Than Training.  
- The True Purpose of Education
- Learning through  Training
- Education and Training: Similarities and Differences. 

1.4.
Work in groups. Give your interpretation to the quotes and discuss your    

stance on the matter.

 Which are the points that your group completely agreed on?
 Which are the points that your group completely disagreed on? 
 What are the points that your group argued about?

Use the following sample sentence starters:
- I really don’t understand …
- I really dislike/like this idea because…
- I think the author is trying to say that…
- This passage reminds me of a time in my life when… 
- This ……. doesn’t make sense because…
- This ………. reminds me of …


If you are planning for a year, sow rice; if you are planning for a 

decade, plant trees; if you are planning for a lifetime, educate people. (Chinese 

proverb) 


The object of education is to prepare the young to educate themselves 

throughout their lives. (Robert Maynard Hutchins) 


College isn't the place to go for ideas (Hellen Keller). 


Education is a process that changes the learner. (George B. Leonard) 


The whole purpose of education is to turn mirrors into windows. 

(Sydney J. Harris)

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
Education's purpose is to replace an empty mind with an open one 

(Malcolm Forbes)


Education is an admirable thing, but nothing that is worth knowing can 

be taught. (Oscar Wilde) 


Education is the ability to listen to almost anything without losing your 

temper (Robert Frost).

1.5.
Choose one statement you feel most strongly about.

Work with someone else who chose the same statement. Spend a few minutes 
discussing why you chose that one and your personal reaction to the statement. Tell 
what it reminds you of from your own experiences. Use this statement as the 
opening sentence of a passage. Write about what it makes you think or feel. 

2.
Explain what the following statement means.
 Our progress as a nation can be no swifter than our progress in education. 

The human mind is our fundamental resource. - (J. Kennedy)

2.1.
Focus Text 2. Read the text below without consulting your dictionary.

Allow yourself to guess the meanings of new words from the context in which they 
appear. If a word or term is repeated and seems important for understanding this 
text, look it up. If it is a term that is particular to this discipline, you may want to 
record it in a particular list for that purpose.

KOREAN EDUCATION SHOULD MEET CHALLENGES

IN THE ERA OF GLOBALIZATION

Professor Yong Zhao visited Chadwick International School in Songdo,

Incheon, to give a special lecture about how the education system should meet
challenges in the era of globalization. He met with Incheon city education officials
to share his insights and expertise.

U.S. President Barack Obama lauded Korean education during his State of the

Union speech, likening the teachers to "nation builders." But Yong Zhao, an
education professor at the University of Oregon, thinks the president was absolutely
wrong. The eminent educator believes Korean teachers need to break the "illusion"
that they are doing well just because their students get high scores in the Program
for International Student Assessment (PISA), which he thinks only hinders the
nation's necessary education reform. In the 2009 PISA, Korea's 15-year-olds ranked
fourth in science (excluding Shanghai and Hong Kong), second in mathematics and
first in reading.

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He thinks the rankings only "create illusory models of excellence, romanticize

misery and glorify educational authoritarianism." "PISA shows Korea is doing
great; thus, Korean education should not change," he said. "If you reform, it will
make
you
score
less.
This
makes
it
impossible
for
you
to
change."

He sees PISA as today's most destructive force that impedes progress of education
around the world. And the worst part of PISA rankings is that other countries,
obsessed with short-term achievement, blindly imitate countries like Korea. "Asian
countries like China, Singapore and Korea score very high. Everybody thinks we
have the best education. So people from other countries copy them, it destroys their
advantages (in their own system)," he said.

"We are great students only before college," he noted. "We focus on scores; we

focus on getting to best universities; we focus on rote memorization; we do not
focus on their joy of learning." "It is a whole, entire experience of your life; who
you talk with; where you play; what you talk about," he said. "Many Asian parents
misunderstand. They think education is what their children learn from their
teachers."

For the past half century, Korean education has played a vital role in lifting the

country to where it is now today. But for the next 50 years, he believes, Korea will
have to revise its authoritarian education system and snap out of its obsession with
scores, for further prosperity. He noted the strength of Korean education, which
contributed to the country's economic growth, may not be useful for the creative
economy in the 21st century, "where we have the most educated bartenders in
history." "We need more creative students. Our children are not as creative. And
they are under a lot of pressure with too much homework and private tutoring. That
has damaged their happiness and they are not as confident," he said.

With the education market around the world increasingly opening, international

schools, which have different values and systems, will challenge the old systems, he
said. "I hope globalization will bring different education models. It could challenge
the old system like the iPhone changed the game," he noted. "It is like a bringing in
a different definition of good education".

After Jung Min-ho, The Korea Times, 2017

2.2. Vocabulary Reinforcement.

In each section find the words that have similar meaning to the boldfaced one. Cross 
out the word that is not related to the other four.

Insight
agenda, understanding, comprehension, perception

Eminent
renowned, illustrious, dignified, celebrated

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Impede
hamper, interfere, obstruct, endure 

Obsession
mainstreaming, amplification, possession, dedication, demonopathy

Prosperity
well-being, well-doing, flourishing, providence

2.3. Read the following statements. Do you think the author would agree (A) or    
disagree (D) with them? Compare with another student. Go back to the text if 
your answers differ.

a. For Korea and China to grow more, their education system needs to change.
b. Students need to comply with the authority and do some things they do not

like. But they do not even know what they like.

c. At the next stage education is a good instruction of course content.
d. Education should focus on developing children's strengths, not fixing their

deficiencies.

e. Grade inflation and low standards of effort and achievement are problems 

for other universities, but not Korean and Chinese ones. 

f. Korea passed the stage. Old education system was very good for producing

workers for assembly lines. But what you need for the next stage, to become an
advanced country, you need innovators.

3. Maximize Your Learning: Differentiating between Facts, Evidence, 
Assessment and Opinion.

Differentiating fact and evidence from assessment and opinion leads to more 

effective communication. The four terms "fact", "evidence", "assessment", and 
"opinion" are separate but linked concepts.

Fact:
Something that can be proven to exist or to be true.

Opinion: A feeling, viewpoint or a person's perception of a given item or event.
Assessment: Conclusions or findings about a given case, person, context or 

circumstances, typically related to safety, risk, permanency, or well-being.

Evidence:
Anything presented in support of an assertion.  Note: it is not 

necessarily grounded in fact or objective information.

As readers, we should distinguish between the primarily informative nature of 

evidence and the interpretive argument that follows it. The reader shouldn’t be left 
to connect the information and the argument; rather, the writer should explicitly do 
so.

3.1. Differentiate between facts, evidence, assessments and opinions contained 
in the text.

4. Summarizing.