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LINGUO-CULTURAL TYPE “WEIRDO” (CRANK) AND HIS EMBODIMENT IN THE STORIES BY V. M. SHUKSHIN // Tomsk State Pedagogical University Bulletin. 2016. Issue 7 (172). P. 107-112

The article considers the concept of a linguo-cultural type as the synthesizing type and to manifestation of a linguo-cultural type the “weirdo” (crank) and to his manifestation in art texts of V. M. Shukshin. The given linguocultural type is analyzed taking into account the main results of modern anthropological linguistics, and also the motive and a phenomenon of affected feeble-mindedness and “voluntary buffoonery” characteristic of the Russian traditional culture of the 19th century. Key ranks of types heroes are defined and the main types of the heroes “weirdo” (crank) of V. M. Shukshin (unaccomplished scientist, philosopher, artist, actor, musician, liar) seeking to rise over the ordinary life are revealed, the main features of speech behavior of “weirdo” (crank) in peculiar “change understanding” of a situation of a vital case of the hero on the example of the story “Idiot” are defined, function of use by “weirdo” (crank) of a speech mask in the context of communicative and speech disharmony is opened.

Keywords: linguo-cultural type, “weirdo”, foolishness, speech behavior, V. M. Shukshin

Studying russian literature in primary schools in Mongolia // Tomsk State Pedagogical University Bulletin. 2025. Issue 6 (242). P. 183-190

The article discusses the issues of reforming the Mongolian educational system, concerning the implementation of the new basic educational program and the updating of textbooks. The features of developing reading skills in Mongolian students in the context of integrating the subjects “Literary Reading” and “Mongolian Language” are identified. A review of the “Mongolian Language” textbooks for grades 1–5 has revealed the range of Russian folklore and literature texts included in them. This creates an opportunity for Mongolian students to learn about Russian folk traditions and the values of Russian culture. The content of the textbooks suggests that the methodology of teaching Mongolian through reading texts representing Russian literature is aimed at engaging Mongolian primary school students in understanding the values of a different culture. An analysis of the composition of the texts of Russian fiction proposed by Mongolian specialists for study in elementary schools allows us to state that the selection criteria were, firstly, the correspondence of the poetics and problems of the texts to the age-related features of text perception, and secondly, their educational potential. The works included in the textbooks correspond to the reading circle of Russian preschoolers and primary school students (the fairy tales “Turnip,” “Kolobok,” “The Fox and the Goat,” and the texts of children’s writers and poets such as L. Tolstoy, I Krylov, A Kuprin, S Marshak, N Nosov, V Sukhomlinsky). In most of the works, the central characters are children, which is important, as it is methodologically easier to reveal the characters of Russian people, ideas, and values of another culture through characters of the same age. The inclusion of foreign-language works in “Mongolian Language” which combines linguistics with literary reading, helps to expand the worldview of Mongolian children. The use of Russian folklore and literature demonstrates the importance of building intercultural connections with Russia for Mongolian primary education. At the same time, the correlation between texts and topics allows us to see that the study of Russian folklore and literature is related to the development of students’ meta-subject skills.

Keywords: Reforms of the Mongolian educational system, primary education, Mongolian language textbook, the content of education, Russian literature