Ingliz tili I fakulteti

Aim of the subject

A lot has been written about the importance of introducing the subject to people, since addressing the paternal heritage fosters respect and pride for the land on which you live. Therefore, people need to know and study the culture of their ancestors. The sense of patriotism is both love for the native places, and pride for the people, this feeling of the continuity with the surrounding world and desire to keep and increase wealth of the country. The immediate environment is important for raising children's interest and love for their native land. Gradually, the child becomes familiar with the kindergarten, his street, the city, and then with the country. Our task is to select from the mass of impressions received by the child, the most accessible to him: nature and the world of animals, life at home (kindergarten, native land); people's work, traditions, social events. Episodes that attract children's attention should be bright, imaginative, specific, and interesting. Therefore, when starting work on education of love for the native land, the teacher is obliged to know it well himself. He should think about what is more appropriate to tell and show the children, highlighting the most characteristic of our area. Hometown.... It is necessary to show the child that our city is famous for its history, traditions, sights, monuments, and the best people.

History

Regional studies became increasingly common in the United States of America and in Western scholarship after World War II. Before that war American universities had just a few faculties who taught or conducted research on the non-Western world. Foreign-area studies were virtually nonexistent. After the war, liberals and conservatives alike were concerned about the U.S. ability to respond effectively to perceived external threats from the Soviet Union and China in the context of the emerging Cold War, as well as to the fall-out from the Decolonization of Africa and Asia.

In this context, the Ford Foundation, the Rockefeller Foundation, and the Carnegie Corporation of New York convened a series of meetings producing a broad consensus that to address this knowledge deficit, the U.S. must invest in international studies. Therefore, the foundations of the field are strongly rooted in America. Participants argued that a large brain trust of internationally oriented political scientists and economists was an urgent national priority. There was a central tension, however, between those who felt strongly that, instead of applying Western models, social scientists should develop culturally and historically contextualized knowledge of various parts of the world by working closely with humanists, and those who thought social scientists should seek to develop overarching macrohistorial theories that could draw connections between patterns of change and development across different geographies. The former became area-studies advocates, the latter proponents of modernization theory. The Ford Foundation would eventually become the dominant player in shaping the area-studies program in the United States.

In 1950 the foundation established the prestigious Foreign Area Fellowship Program (FAFP), the first large-scale national competition in support of area-studies training in the United States. Meanwhile, area studies were also developed in the Soviet Union.