Booklet of the 56th Science Conference of Ruse University, Bulgaria, 2017 ABSTRACTS 44 Copyrights© http://conf.uni-ruse.bg Industry 4.0. Business Environment. Quality of Life. MAY RESEARCH CONFERENCE IN SILISTRA FRI-239-1-LTLH(S) FRI-239-1-LTLH(S)-01 CROSS-CULTURAL KNOWLEDGE IN THE CHINESE ‘CULTURAL BACKPACK’ Diana Bebenova-Nikolova, PhD Student Department of Business and Management, “Angel Kanchev” Univesity of Ruse Рhone: 082-888 212 Е-mail: [email protected] Prof. Juliana Popova, PhD Department of Business and Management, “Angel Kanchev” Univesity of Ruse Рhone: 082-888 212 Е-mail: [email protected] Associate Professor Lyudmila Mihailova Department of Business and Management, “Angel Kanchev” Univesity of Ruse Рhone: 082-888 212 Е-mail: [email protected] Abstract: The article contributes to the set of cross-cultural and linguistic knowledge by presenting some pragmatic failures in intercultural communication with Chinese, when Lingua franca is used. Communicators using a foreign language often unconsciously ‘transfer’ the forms and rules from their native language and culture into the target language. The generated message, although linguistically correct, might be interpreted wrongly by the receivers, based on their different cultural values and thus might lead to a cultural misunderstanding. Such cases raise the question of how to achieve a better competence in intercultural discourse. The presented communication situations were collected by the author of the article as a result of the implementation of an Erasmus + mobility project at the Hubei Technological University in Wuhan, China. The discussion on the cases follows the model of intercultural competence, described in a previous article "Integrated Process Model on Intercultural Competence" by the same author. The mentioned structure suggests what competencies are needed in interpersonal communication so that the culturally specific behavior of the participants is "decoded" and understood against a comparison with their own cultural values. Furthermore, the article tries to analyse the situations against the assumptions of Chinese communication as highlighted by Shi-xu. It also searches for explanations of the possible causes for the communication difficulties in the characteristics of Chinese Facework, presented in the works of Ting-Toomey. Another concept used in this article is that of Hofstede introducing the 6D model of cultural measures: power distance, avoidance of insecurity, masculinity / femininity, individualism / collectivism, long / short term orientation, restraint / indulgence. The speech examples and related reasoning can help ESL teachers improve their intercultural competence as well as all anybody who relies on English as a Lingua franca. Such an approach also reflects the idea of ‘the cultural backpack’, in which the holder can optionally ‘store’ acquired cross-cultural knowledge and use it when needed. Keywords: intercultural competence, cross-cultural, Chinese culture. JEL Code: I29 Copyrights© http://conf.uni-ruse.bg 45 Booklet of the 56th Science Conference of Ruse University, Bulgaria, 2017 REFERENCES Bebenova-Nikolova, D. (2016). Integrated Process Model on Intercultural Competence, Journal of Danubian Studies and Research. Vol 6, No 1 (2016). Hofstede, G. (2013). Values Survey Module 2013, Manual, https://geert-hofstede.com/- china.html (Accessed on 16.12.2016). James, Joyce E. (1996). The Language – Culture Connection. Singapore: SEAMEO, Regional Language Centre. Shi-xu (2009). Cultural Assumptions of Chinese Communication. http://www.shixu.com/- shixu/webenglish/index.php (Accessed on 16.03.2017). Ting-Toomey, S. (2015). Facework/Facework negotiation theory. In J. Bennett (Ed.), Sage Encyclopedia of Intercultural Competence, Volume 1 (pp. 325-330). Los Angeles, CA: Sage. Tiono, N. (2002). Language and Culture in Relation to Intercultural Communication in a Business Context, Volume 4, Number 1, June 2002: 36 – 41. FRI-239-1-LTLH(S)-02 CREATING A MODEL OF THE AREAS OF THE CONCEPT OF BEAUTY BASED ON THE 21 CENTURY ENGLISH LITERATURE Principal Assist. Prof. Liliana Slavianova, PhD Department of Foreign languages, “Angel Kanchev” Univesity of Ruse Tel.: 082 888 816 E-mail: [email protected] Abstract: The complex approach to modeling the BEAUTY concept allows for a more complete description of the structure-content expression of the concept under consideration. In building up this model we are guided by the fact that the concept of BEAUTY is a mental representation with a clear structure consisting of macro and micro areas. To present this model and prove the relevance of the claim that the concept is a complex structured entity with closely linked components, which are induced and activated together, we will analyze the structure of the concept by creating its respective fields which implies an analysis of the linguistic realization of a concept. It is accomplished using a clearly defined spectrum of verbalisers - words and word combinations that represent an object as beautiful as a result of an evaluation (assessment) process. Evaluation is a thought-based operation aimed at determining the characteristics of objects, actions, phenomena, etc. by comparing them with conventional ideals or norms. In the most general sense, evaluation takes place at two levels: emotional and rational. In the first case, it has an unconscious character, manifested in the form of satisfaction or dissatisfaction, and in the second, it is realized, as the significance, usefulness, importance or futility of the objects, the actions and the events that are considered. Emotional evaluation, in its turn, is seen by researchers as sensual and aesthetic. The difference between the two types of assessment is that an aesthetic assessment, unlike the sensual one, implies the synthesis of the sensory and intellectual/psychological characteristics expressed by the subject in the assessment. Aesthetic assessment is not purely sensory, because it is also thought-based. It is related to the satisfaction of being beautiful and as such requires a certain inner readiness in the subject to embrace beauty. However, this division is considered conditional, as both the emotional and rational evaluation take place in interaction. On the other hand, each evaluation is able to categorize different objects. For example, physical beauty is based on emotional evaluation, while moral qualities meet moral ethical criteria. Aesthetic appreciation is given to works of art, and quality assessment is mainly associated with artifacts. It is important to note that the boundaries between the different types of assessments are quite contingent, so they are interrelated. The article examines beauty as one of the key concepts of culture possessing an existential significance for the individual and the linguistic community as a whole. A model of the Beauty concept has been built up and the macro and micro areas of its structure presented. As a result of the undergone analysis the idea of the concept of Beauty in the English consciousness has been created. Keywords: concept, areas of the concept, beauty, evaluation JEL Code: I29 46 Copyrights© http://conf.uni-ruse.bg Industry 4.0. Business Environment. Quality of Life. REFERENCES Ahern, С. P.S. I love you. London, Harper Collins, 2008. 395 p. Аlimuradov, О. А. Smysl. Koncept. Intencionalnost. Monografia. Pyatigorsk. Pyatigorskij gosudarstvennyj lingvisticheskij universitet. 2003. 312 p. (Оригинално заглавие: Алимурадов, О. А. Смысл. Концепт. Интенциональность: Монография. – Пятигорск: Пятигорский гос. лингв. ун-т, 2003. – 312 с.) Bockoven, G. The year everything changed. Harper Collins Publishers. 2011. p. 432. Fielding, L. The Bride’s Baby. Harlequin 2008. 192 p. James, E. L. Fifty shades of gray. The Writer’s Coffee Shop, 2011. Zagraevskaya, Т.Е. Kategorija "ocenka", ee status i ee verbalizacija v sovremennom anglijskom jazyke. Dissert. kand. filol. nauk: 10.02.04. Pyatigorsk. 2006. 286 p. (Оригинално заглавие: Заграевская, Т.Е. Категория «оценка», ее статус и вербализация в современном английском языке. Дис. канд. филол. наук: 10.02.04. Пятигорск. 2006. 286 с.) Kinsella, S. Shopaholic & sister. A Black Swan Book. 2004. 376 p. Lodge, D. Thinks. David Lodge. Secker and Warburg. Penguin books. 2001. 340 p. Leontieva, A.L. Tak chto est na svete krasota? (Koncept krasoty skvoz prizmu metalexiki) // Logicheskij analiz jazyka: Jazyki estetiki. Konceptualnye polja prekrasnogo i bezobraznogo / Ed. N.D. Arutyunova. - M: Indrik 2004. 545-562 p. (Оригинално заглавие: Леонтьева, А.Л. Так что же есть на свете красота? (Концепт красоты сквозь призму металексики)// Логический анализ языка. Языки эстетики: Концептуальные поля прекрасного и безобразного/ отв. ред. Н.Д. Арутюнова. - М.: Индрик, 2004. С. 545-562.) Longman Dictionary of Contemporary English. Longman Corpus Network. 2001 (LDOCE 2001) 1754 p. Меshteryakova, Yu. V. (2004). Koncept "krasota" v anglijskoj i ruskoj linguocultury. Dis. kand. filol. nauk: 10.02.20. Volgograd, 2004. 235 p. (Оригинално заглавие: Мещерякова, Ю.В. Концепт «красота» в английской и русской лингвокультура. Дис. канд. филол. наук: 10.02.20. Волгоград, 2004. 235 с.) Parks, A. Whatever it take. Headline Publishing Group. 2012. 438 p. Potter, A. Be Careful What You Wish for. Hodder and Stoughton. An Hachette Livre UK company. 2006. 216 p. Sadovskaya, N.D. Koncept "BEAUTIFUL" v semantiko-kognitivnom prostranstve anglijskoj literaturnoj skazki. Autoreferat dis. kand. filol. nauk: 10.02.04. Мoskva, 2010, 27 p. (Оригинално заглавие: Садовская, Н.Д. Концепт «BEAUTIFUL» в семантико-когнитивном пространстве английской литературной сказки. Авто-реф. дис. канд. филол. наук: 10.02.04. М., 2010.27 с.) Sanders, A. The gap year for grown-ups. Orion books Ltd. 2008. 344p. Sparks, N. A bend in the Road. Warner. 2001. 352 p. Walker, F. Lots of love. London, 2007. 660 p. Copyrights© http://conf.uni-ruse.bg 47 Booklet of the 56th Science Conference of Ruse University, Bulgaria, 2017 FRI-239-1-LTLH(S)-03 A STRUCTURAL MODEL OF THE CORE AND PERIPHERAL BEAUTY CONCEPT CHARACTERISTICS Principal Assist. Prof. Liliana Slavianova, PhD Department of Foreign languages, “Angel Kanchev” Univesity of Ruse Tel.: 082 888 816 E-mail: [email protected] Abstract: As a dynamic, constantly changing mental representation, the concept does not have a well-defined structurе. Under the specific discourse (the specific speech situation), the concept is activated in its various fields, intersecting with other concepts. The systematization and the semantic description of the verbal means of its expression makes it possible to separate the core and peripheral features of the concept, which are structural components of its model. Each concept is a "unit of thought activity of the linguistic personality", and as such has a multi-component and multi-structured organization that can be identified by analyzing the linguistic means of representing the concept. Obviously, studying the semantics of language units, conceptualizing the concept, is the only means of accessing the content of the individual's mental space or, rather, its verbalised part. Some concepts do not have linguistic expression which indicates that the language picture of the world is only part of the overall, much richer and more complex picture of the world of the speakers of a given language. The presence or absence of verbalisation of a concept (or its domain) does not affect the fact of its existence as a mental entity in the human consciousness. In other words, linguistic means of expression are needed not for the existence of a concept but for its the description, i.e. systematic and semantic description of language expressions makes it possible to separate the basic and additional features of the concept that are structural components of its model. Most researchers accept that concepts are internally organized on a "field principle" (core, periphery) and include a conceptual component (containing the semantic sign of a concept) and an image. The study of the conceptual component of the lexical concept BEAUTY includes the identification of its linguistic designation, its descriptive structure and definition, the comparative characteristics of the concept in relation to other concepts and, above all, the place of the concept of beauty in the English language and the specification of the related lexemes for the relevant language community. Attempts to reveal the content of a concept (at least in part) can be accomplished by analyzing the semantics of the verbalisers of the concept at issue, as well as their discursive realization. To elucidate the lexical representation of the beauty concept in English, it is advisable to analyze the semantic field of the lexical units that are basic to the concept. In English, such basic lexical units are the noun "beauty" and the adjective "beautiful". The article focuses on the lexico-semantic analysis of the meanings of these basic lexemes, as well as on their discursive realization. Keywords: concept, structural model, lexicographic analysis, verbal means of expression, discourse JEL Code: I29 REFERENCES Vorkachev, S. G. (2002). Metodologicheskie osnovania lingvoconceptologii // Teoreticheskaya i prikladnaya lingvistika. Vypusk 3: Aspekty metacommunikativnoy deyatelnosti. Voronezh, 2002. 79-95 p. (Оригинално заглавие: Воркачев, С. Г. Методологические основания лингвоконцептологии // Теоретическая и прикладная лингвистика. Вып. 3: Аспекты метакоммуникативной деятельности. Воронеж, 2002. 79-95 с.) Vorkachev, S.G. (2003). Sopostavitelnaya etnosemantika teleonomnych konceptov "lyubov" i "schastie" (russko-angliyskie paralleli): Monografia. Volgograd: Peremena, 2003. 164 p. (Оригинално заглавие: Воркачев, С. Г. Сопоставительная этносемантика телеономных концептов «любовь» и «счастье» (русско-английские параллели): Монография. - Волгоград: Перемена, 2003. 164 с.) Cambridge Advanced Learner's Dictionary. (2003). New Cambridge University Press. (CALD 2003) 1548 p. 48 Copyrights© http://conf.uni-ruse.bg Industry 4.0. Business Environment. Quality of Life. Fielding, L. (2008). The Bride’s Baby. Harlequin 2008. 192 p. James, E. L. (2012). Fifty shades of gray. Vintage Books, 2012. 514 p. Kinsella, S. (2004). Shopaholic & sister. A Black Swan Book. 2004. 376 p. Lodge, D. Thinks. David Lodge. (2001). Secker and Warburg. Penguin books. 2001. 340 p. Longman Dictionary of Contemporary English. Longman Corpus Network. 2001 (LDOCE 2001) 1754 p. Меshteryakova, Yu. V. (2004). Koncept "krasota" v anglijskoy i ruskoy lingvocultury. Dis. kand. filol. nauk: 10.02.20. Volgograd, 2004. 235 p. (Оригинално заглавие: Мещерякова, Ю.В. Концепт «красота» в английской и русской лингвокультура. Дис. канд. филол. наук: 10.02.20. Волгоград, 2004. 235 с.) Popova Z.D., I.A. Sternin. (2007). Osnovnye osobennosti semantichesko- kognitivnogo podchoda k yazyku. Antologia ponyatiy. Moskva, 250 p. (Оригинално заглавие: Попова, З. Д., И. А. Стернин. Основные особенности семантическo- когнитивного подхода к языку. Антология понятий. Москва, 2007). Popova Z.D., I. A. Sternin. (2009). Leksicheskaya sistema yazyka: vnutrennaya organizacia, kategorialnyy aparat. 2 ed., ispravlenoe i dodplnenoe. Moskva: Librocom, 2009. 172 p. (Оригинално заглавие: Попова З. Д., И. А. Стернин. Лексическая система языка: Внутренняя организация, категориальный аппарат. 2-е изд., испр. и доп. М.: Либрком, 2009. 172 с.) Potter, A. (2006). Be Careful What You Wish for. Hodder and Stoughton. An Hachette Livre UK company. 2006. 216 p. Sanders, A., The gap year for grown-ups,. Orion books Ltd. 2008. 344p. Sparks, N. (2009). A bend in the Road. Warner. 2001. 352 p. Steel, D. (2007). Vanished N.Y. 2007. 391 p. FRI-239-1-LTLH(S)-04 EMOTION ANALYSIS OF THE CONCEPT 'OF BEAUTY' BASED ON THE ENGLISH LITERATURE OF THE 21 CENTURY Principal Assist. Prof. Liliana Slavianova, PhD Department of Foreign languages, “Angel Kanchev” Univesity of Ruse Tel.: 082 888 816 E-mail: [email protected] Abstract: As a dynamic, constantly changing mental representation, the concept does not have a well-defined structurе. Under the specific discourse (the specific speech situation), the concept is activated in its various fields, intersecting with other concepts. The systematization and the semantic description of the verbal means of its expression makes it possible to separate the core and peripheral features of the concept, which are structural components of its model. Each concept is a "unit of thought activity of the linguistic personality", and as such has a multi-component and multi-structured organization that can be identified by analyzing the linguistic means of representing the concept. Obviously, studying the semantics of language units, conceptualizing the concept, is the only means of accessing the content of the individual's mental space or, rather, its verbalised part. Some concepts do not have linguistic expression which indicates that the language picture of the world is only part of the overall, much richer and more complex picture of the world of the speakers of a given language. The presence or absence of verbalisation of a concept (or its domain) does not affect the fact of its existence as a mental entity in the human consciousness. In other words, linguistic means of expression are needed not for the existence of Copyrights© http://conf.uni-ruse.bg 49 Booklet of the 56th Science Conference of Ruse University, Bulgaria, 2017 a concept but for its the description, i.e. systematic and semantic description of language expressions makes it possible to separate the basic and additional features of the concept that are structural components of its model. Most researchers accept that concepts are internally organized on a "field principle" (core, periphery) and include a conceptual component (containing the semantic sign of a concept) and an image. The study of the conceptual component of the lexical concept BEAUTY includes the identification of its linguistic designation, its descriptive structure and definition, the comparative characteristics of the concept in relation to other concepts and, above all, the place of the concept of beauty in the English language and the specification of the related lexemes for the relevant language community. Attempts to reveal the content of a concept (at least in part) can be accomplished by analyzing the semantics of the verbalisers of the concept at issue, as well as their discursive realization. To elucidate the lexical representation of the beauty concept in English, it is advisable to analyze the semantic field of the lexical units that are basic to the concept. In English, such basic lexical units are the noun "beauty" and the adjective "beautiful". The article focuses on the lexico-semantic analysis of the meanings of these basic lexemes, as well as on their discursive realization. Keywords: concept, structural model, lexicographic analysis, verbal means of expression, discourse JEL Code: I29 REFERENCES Apresyan, Y.D. (1995). Izbranye trudy, tom1. Leksicheskaa semantika. Moskva: Schkola "Yazyki russkoy kultury", "Vostochnaya literatura", RAS, 1995. VIII, 472 p. (Оригинално заглавие: Апресян, Ю. Д. Избранные труды, т.1. Лексическая семантика. М.: Школа «Языки русской культуры», Изд. фирма «Восточная литература» РАН, 1995. VIII, 472 с.) Vorkachev, S. G. (2003). Sopostavitelnaya etnosemantika teleonomnych konceptov "lyubov" i "schastie" (russko-angliyskie paralleli): Monografia. Volgograd: Peremena, 164 p. (Оригинално заглавие: Воркачев, С. Г. Сопоставительная этносемантика телеономных концептов «любовь» и «счастье» (русско-английские параллели): Монография. Волгоград: Перемена, 2003. 164 с.) Gilbert, E. (2007). Eat, Pray, Love. Riverhead Books. 2007. 334 p. Darcy, L. (2012). The one who changed everything. The Cherry Sisters. Harlequin Special Edition. 2012. 224 p. Fielding, L. (2008). The Bride’s Baby. Harlequin, 2008. 192 p. James, E. L. (2011). Fifty shades of gray. The Writer’s Coffee Shop, 2011. Kinsella, S.(2004). Shopaholic & sister. A Black Swan Book. 2004. 376 p. Krasavsky, N. A. (2001). Emocionalnye koncepty v nemeckoy i russkoy lingvoculturah. Volgograd, 2001. (Оригинално заглавие: Красавский, Н. А. Эмоциональные концепты в немецкой и русской лингвокультурах. Волгоград, 2001.) Popova, Z.D., I. A. Sternin. (2001). Ocherki po kognitivnoy lingvistiki. Voronezh, 189 p. (Оригинално заглавие: Попова, З. Д., И. А. Стернин. Очерки по когнитивной лингвистике. Воронеж: 2001. 189 с.) Potter, A. (2002). Calling Romeo, Alexandra Potter, 2002, 320 p. Potter, A. (2006). Be Careful What You Wish for. Hodder and Stoughton. An Hachette Livre UK company. 2006. 216 p. Rechnik na bulgarskiya ezik. (1984). Bulgarska academia na naukite. vol. IV. Sofia, 782 p. (Оригинално заглавие: Речник на българския език. Българска академия на науките. Т. ІV. София, 1984, с. 782). Sanders, A. (2008). The gap year for grown-ups. Orion books Ltd. 2008. 344 p. Sparks, N. (2001). A bend in the Road. Warner. 2001. 352 p. Stepanov, Yu. S. (1997). Konstanty. Slovar russkoy kultury. Opyt issledovanoya. Moskva: Yazyki russkoy kultury. (Оригинално заглавие: Степанов, Ю. С. Константы. Словарь русской культуры. Опыт исследования. М.: Языки рус. культуры, 1997.) Telia, V. N. (1996). Russkaj\ya fraseologia. Semanticheskiy, pragmaticheskiy i lingvocultu- rologicheskiy aspekty. Moskva. (Оригинално заглавие: Телия, В. Н. Русская фразеология. Семантический, прагматический и лингвокультурологический аспекты. Москва, 1996.) 50 Copyrights© http://conf.uni-ruse.bg Industry 4.0. Business Environment. Quality of Life. FRI-231-1-DPP(S) FRI-231-1-PPD(S)-01 PROBLEM-POSING EDUCATION AS A DIDACTIC CONCEPT AND A METHODICAL DIRECTION Assoc. Prof. Desislava Stoyanova, PhD Department of Pedagogy, Psychology and History, University of Ruse “Angel Kanchev” Tel.: 082-888 268 E-mail: [email protected] Tsveta Hristova, PhD Student Department of Pedagogy, Psychology and History, University of Ruse “Angel Kanchev” Tel.: 082-888 268 E-mail: [email protected] Abstract: This article presents historical review of different concepts associated with the characteristic specifics and aspects regarding practical application of problem-posing didactic technology. The didactic problems are presented as an inseparable part of educational objectives within the educational process. Problem-posing is an essential tool for building cognitive independence and creative ability in the students, while forming skills for acquiring new knowledge from different sources and, also, its application in extraordinary circumstances. There is an increasing tendency for the problem-posing education to be implemented in such a way as to put nurses’ and midwives’ education on a broad practical fundament. The problem-posing educational methods model situations, close to reality and activate cognitive activity and creativity within the students, giving them the opportunity to implement their current theoretical knowledge and build practical skills. In the educational process, the problem- posing situations and heuristic decisions students take aiming to solve them, help build personal relationships, that facilitate reaching the necessary level of socialization, positive and ethical communication, responsibility and self- responsibility. The good clinical assessment is also an essential competence, which is key for training experts. This requires flexible and diverse ability to recognize the specific aspects of the clinical situations, to adequately interpret them and to respond quickly enough.All these are encouraged through problem-posing educational methods, which again focuses on the advantages and importance of this methodology. Figures are presented to showcase a pattern for active learning through problem solving, basic categories in problem-posing education, stages of analysis in a problematic situation, most used problem-posing educational methods. The article describes a fundamental format for posing the problematic situations - problem-posing question, problem-posing task, problem-posing assignment. The necessary conditions for cognitive activity and independence of students while acquiring new knowledge, skills and competence are looked at, as these are the professional characteristics, associated with the future successful realization of the experts, taught within the framework of academic institution. Conclusions are drawn, pointing to problem-posing education as a necessary part of the overall modern educational systemcomplying with thediversity of objectives, contents and methods, adapted to the taught material, age and individuality of students. The mounting evidence for the advantages and educational importance of problem- posing methodology are described. The cognitive independence degree is defined by the students’ successful forming of skills to recognize a problematic situation, to formulate the problem itself, to raise a hypothesis and justify it and then to confirm or reject it, so that they can practically apply the selected method for solving it.All these abilities, essential for midwives and nurses, are a key part of the modern educational process, that is required, so that future successful realization is possible. Problem solving is foremost a process of coming out of the cognitive difficulty, cause by the problematic situation in which the students are placed. Simultaneously, solving the problem is also a process of acquiring new knowledge, forming skills, patterns and competence. Assessment of the solution has the greatest educational importance. Thus, it is defined which of the suggested hypothesis is actually correct. Keywords: Problem-posing education, problem posing, historical validity, problem approaches, quality professional realization. JEL Code: I29 Copyrights© http://conf.uni-ruse.bg 51 Booklet of the 56th Science Conference of Ruse University, Bulgaria, 2017 REFERENCES Andreev, M. (1996). Procesat na obuchenieto. Didactika. UI Sofiyski universitet “Sv. Kliment Ohridski”, Sofia, 1996. (Оригинално заглавие: Андреев, М., Процесът на обучението. Дидактика, УИ ,,Св. Климент Охридски”, София, 1996). Boronina, O. (2015). Problemnoe obuchenie kak odin iz faktorov povysheniya kachestva znaniy na urokach istorii. // Mezhdunarodnyy studencheskiy vestnik, Akademia estestvoznaniya № 5, Moskva. (Оригинално заглавие: Боронина, О., Проблемное обучение как один из факторов повышения качества знаний на уроках истории // Международный студенческий научный вестник, Академия естествознания, №5, Москва, 2015). Dautova, О., Ivanshina, E. et al. (2013). Sovremennye pedagogicheskie tehnologii, KARO, Sanct Peterburg. (Оригинално заглавие: Даутова, О., Е. Иваньшина и кол., Современные педагогические технологии, изд. КАРО, Санкт Петербург, 2013). Dewwy, J., Dewey, E. (1924). Badeshtoto uchilishte.// Nauka i vazpitanie, Sofia, 1924. (Оригинално заглавие: Дюи, Д., Е. Дюи. Бъдещото училище. // Наука и възпитание, София, 1924). Petrov, P. (2016). Uchilishtna didaktika. “Avangard Prima”, Sofia, (Оригинално заглавие: Петров, П. Училищна дидактика, изд. „Авангард Прима“, София, 2016). Popov, T, et al. (2005). “Pedagogika”, Vtora chast. Teoria na obuchenieto. Didactika. Uchebnik za studenti ot Facultet Obshtestveno zdrave na Medicinskiya universitet. Sofia, “Tipografika” Inc., 2005. (Оригинално заглавие: Попов, Т., съавт., Педагогика, Втора част; Теория на обучението. Дидактика, Учебник за студенти от ФОЗ, МУ, София, изд. ” Типографика” ООД, 2005). 52 Copyrights© http://conf.uni-ruse.bg Industry 4.0. Business Environment. Quality of Life. FRI-231-1-PPD(S)-02 PEOPLE OF THE THIRD AGE AS SUBJECTS OF LIFELONG LEARNING Principal Assist. Prof. Valentina Vasileva, PhD Department of Pedagogy, Psychology and History, “Angel Kanchev” Univesity of Ruse Рhone: 082-888 268 Е-mail: [email protected] Abstract: The education of people of the third age is most accurately defined by the term "Gerontology" (by Greek Geron - old man). By using this term, this particular category of learners can be considered in three directions: what does education mean for the lives of people at that age, what is the importance of lifelong learning, and what is the meaning of learning about the person. The functions that educate people from the third age are the following: - Preventive function - it provides risk mitigation or adverse circumstances in the preparation for old age; - Oriented - Provides acquisition of knowledge by the individual through self-activity and problem solving; - Protective - Old people learn on the basis of their own experience or the experience of their peers how to include safeguards against external and internal adverse factors; - Compensator - Provides natural aging; - Rehabilitation - helps people adapt to physical, mental and social changes that occur after termination of work; - Adaptation - the training is aimed at rationalizing the new opportunities for continuing active activity in the third age; - Self-development - old people, driven by their interests and needs, engage in activities and communicate with others, thus remaining active longer; - Integration - are expressed in the transition from isolation to creative, labor and motor activity; - Intergenerational - Provides interaction with other generations, tolerance and dialogue. The economic and social changes that are taking place in the world and in Europe require a new approach to the education of older people. Through it, they will preserve their ability for social adaptation and integration. The main criterion in the education of the elderly people is personal development in order to change their quality of life, preserve the active life position and increase the level of information literacy. By retiring, people in the age group experienced difficulty adapting to the changes in their quality of life. They close themselves, feel anxious, lower their communication. Educational institutions can play an important role in supporting successful aging. The cognitive interest of the elderly is the strongest motivation to learn. Secondly, there are new opportunities for inclusion and social inclusion. The aging process can be crucial for everyone Individual because it involves work changes (retirement), family,society, health problems requiring adjustments to perceptions and structuring our own lives. These are psychological, physical and social Challenges that can lead to a decline in the quality of life if the individual does not deal with them in the right way. The post-retirement period offers a chance for a person to take advantage of new learning opportunities, interest activities, sports. The motivation of people of the third age for education is their desire to Learn to know more about a topic or subject they are showing Curiosity; To know more about modern society and its History; To understand modern society and to keep up with the changes,To avoid isolation, and remain active. Keywords: Education, People of the third age, lifelong learning JEL Code: I 29 REFERENCES Vasileva V. (2015). Andragogika, Avangard print, Ruse, p.126 (Оригинално заглавие: Василева, В. Андрагогика. Издателство „Авангард принт”. Русе, 2015.) Vasileva V. (2015). Universitetite za “tretata vazrast” v konteksta na permanentnoto obrazovanie. – In: Pedagogika, issue 6, p. 833-846. (Оригинално заглавие: Василева, В., 2015. "Университетите за „третата възраст“ в контекста на перманентното образование. – В: Педагогика, кн. 6, c. 833-846.) Copyrights© http://conf.uni-ruse.bg 53