КИНОКЛУБ ФИЛФАКА

С октября 2013 года проводятся регулярные встречи в киноклубе филологического факультета. В программе — просмотр и обсуждение ключевых фильмов в истории кинокультуры с пристальным вниманием к тем художественным техникам, которые нашли свое воплощение не только в кино, но и в литературе. К каждому сеансу участникам предлагаются базовые теоретические работы по выбранной теме (например, монтаж или появление звука в кино), а после обсуждения — критические статьи/отклики на фильм. Кроме того, создано онлайн сообщество киноклуба, в котором обсуждения продолжаются после «аудиторных» дискуссий. В прошлом семестре состоялись показы фильмов Дзиги Вертова, Сергея Эйзенштейна, Эла Джолсона и Витторио де Сика. В конце семестра была организована встреча с директором Музея кино Н. И. Клейманом и показ фотофильма «Бежин луг».

Ближайший семестр начнется показом одного из фильмов французской новой волны, который выберут сами участники киноклуба.

 

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«Красные башмачки»: женская креативность как сказка и травма (06.03.17)

Показ и обсуждение фильма Дени Вильнёва «Прибытие» (2016) (28.02.17)

“К пониманию кинотекста”: “Week-end” (17 ноября 2015)

“Конформист” (23 мая 2015)

“Затмение” (16 мая 2015)

Цикл семинаров “Рим в кино” (2015)

“Help!” (18 апреля 2015)

“Полуночная жара” (4 апреля 2015)

“Красавчик Серж” (3 марта 2015)

«К пониманию кинотекста» (15 декабря 2014 года)

«Касабланка» (2 декабря 2014 года)

«Октябрь» (11 ноября 2014 года)

«Кино-глаз» (8 октября 2014 года)

Цикл семинаров “Рим в кино” (2014)

“Великая красота” (9 июня 2014)

«Конформист» (28 мая 2014 года)

«Вчера, сегодня, завтра» (14 мая 2014 года)

“Рим, открытый город” (19 апреля 2014)

“Ночь на земле” (11 апреля 2014)

«Интерьеры» (29 марта 2014 года)

«Набережная туманов» (14 марта 2014 года)

«Изображая чистый белый» (28 февраля 2014 года)

Встреча с Наумом Клейманом (20 декабря 2013 года)

Встреча с Наумом Клейманом

20 декабря в киноклубе филологического факультета прошла встреча с директором Музея кино, крупнейшим специалистом по творчеству С. М. Эйзенштейна Наумом Ихильевичем Клейманом. Фокусом встречи стал фотофильм «Бежин луг» (1935), созданный из сохранившихся кадров («срезок») утраченного фильма Эйзенштейна. Просмотр сопровождался рассказом Н. И. Клеймана об истории создания оригинального фильма и о его восстановлении.

В дискуссии был охвачен самый широкий круг вопросов, посвященных истории и теории кино: обсуждалось творчество Квентина Тарантино, последние ленты Бернардо Бертолуччи, литературные и кинотексты Василия Шукшина, влияние работ Эйзенштейна на творчество Андрея Тарковского и др. Кроме того, поднимался вопрос и о множественном авторстве фильмов — как восстановленных, так и оригинальных. Является ли режиссер единственным автором фильма? Можно ли назвать автором сценариста или всю съемочную группу? Во многом, обсуждение балансировало на границе между литературой и кино, подчеркивая связь двух дисциплин (киноведения и литературоведения), ставя акценты на вопросах, актуальных для междисциплинарных исследований.

 

XVI Fulbright Summer School in the Humanities
Academic Writing: Russian and International Experience
June 24-28, 2013

 

 

In June 24–28, 2013, 38 university teachers from all over Russia came to the XVI Fulbright Summer School in the Humanities held in a spacious room of the Moscow State University’s School of Journalism to discuss how to teach writing at the university and postgraduate level, how to use it as a tool for improving critical inquiry in other subjects, and how to help graduate students and faculty members in their efforts to publish internationally.

The Summer School, titled “Academic Writing: Russian and International Experience”, consisted of three thematic modules of lectures and workshops:

1. First-year composition
Lectures and workshops of this module were conducted by Professor Katherine V. Wills (Indiana University — Purdue University Indianapolis). Professor Wills presented a history of the first-year composition course in U.S. colleges and introduced Summer School participants to the reference documents prepared by the Council of Writing Programs Administrators that serve as a basis for writing courses syllabi in various U.S. universities. This block also included a talk by two renowned teachers of Russian and literature in Moscow secondary schools, who discussed writing habits of Russian school graduates that may serve as a backdrop for university writing assignments.

2. Writing across the curriculum and writing in the disciplines
This series of lectures was given by Professor Martha Townsend (University of Missouri), who considered writing as a tool for better learning useful in various university courses. Professor Townsend talked about how writing as a method to foster learning is now employed in American universities, presented evidence in favor of using writing as a teaching tool in any discipline, discussed the numerous possibilities for designing engaging written assignments that range from low-stakes informal tasks to high-stakes papers, and demonstrated different ways of responding to students’ drafts, arguing for ‘minimal marking’ as opposed to the common practice of pointing out every error. This last topic of responding to student writing was further developed by Olga Aksakalova (director of the writing center at the New Economic School in Moscow), who suggested a holistic approach that

3. Writing for publication
This module was taught by Professor Ronald Schleifer (University of Oklahoma), who led two sample seminars demonstrating the principles of peer review, and also gave a talk on the logistics of publishing journal articles and book chapters. This block also included a talk by Olessya Kirtchik, a co-editor of Laboratorium: Russian Review of Social Research, who discussed the challenges of publishing a bilingual sociological journal with international-grade research in Russia.

Videos of some of the Summer School talks are available online.

 

Thoughts and Impressions of Instructors and Participants

 

Are writing courses needed in Russian higher education? Currently, demand exists insofar as international scholarly publication (i.e., in English) has emerged as a government priority. But under the surface of the publication-abroad campaign one may discern the broader need for enhanced native-language literacy at the post-secondary level. It is not just grammatical and stylistic correctness that is at issue, but capacity for critical, disciplined thinking, well-reasoned judgment, effective and convincing public expression. For Russia, entry into the XXI century may require a campaign for enhanced rhetorical sophistication almost as massive as the campaign for basic literacy with which the XX century began. In order to open up new spaces and possibilities one needs look beyond acquired skills and received ideas, mine inherited cultural resources for new uses, certainly learn what can be learned from the American and international experience, and get closer involved with writing-intensive educational experiments that begin to develop on the global scale.

— Tatiana Venediktova, Director of the Fulbright Summer School in the Humanities

 

In engaging contemporary Russian scholarship in the humanities and social sciences, I have discovered that there is much that Russian teachers and scholars can learn from our American experience while at the same time there is much we can learn from the sense of widening scholarship and pedagogy that is taking place in Russia today. Writing cross-culturally enriches the work and the horizons of what is possible for both Russians and Americans.

— Ronald Schleifer, George Lynn Cross Research Professor of English and Adjunct Professor in the College of Medicine, University of Oklahoma

 

Co-facilitating Moscow State University’s 16th annual Fulbright Summer School for the Humanities with my two American colleagues was a joy. Even though all of the Russian participants were already experienced language instructors, I think we all sensed that the principles of American-style rhetoric and composition instruction that we were bringing to the event had the potential to enlarge their thinking in unexpected ways. I sense that our Russian colleagues perceived an empowerment of sorts to hear that they alone are not responsible for students’ writing in every discipline henceforward, that teachers in the disciplines share that responsibility. I believe that our work together—the Russians and the Americans–was historic and important. I’m proud to have been part of the team and the experience.

— Martha Townsend, Associate Professor, De­partment of English, University of Missouri

 

I looked forward to each rich day of the Moscow State University 16th annual Fulbright Summer School for the Humanities: Composition and Rhetoric with my Russian and American colleagues as we energetically shared possibilities about how to contribute to the theory and practice of cross-cultural composition pedagogy through critique, WAC and first-year composition. The collective exchange of ideas from the Summer School has already stimulated academic and personal relations that will impact future cross-cultural scholarship and pedagogy of writing. I am very enthusiastic about the sustained contributions of this Summer School

— Katherine Wills
Assistant Professor of English, Indiana University—­Purdue University Indianapolis

 

The Summer School was very helpful and threw light on many aspects of how to apply writing to develop critical thinking. Informal writing was a totally new thing for me and I liked this idea very much. Being a supporter of a distributed language approach I appreciate a lot the idea of socializing and collaboration in writing which we lack in the Russian school of writing. Assignments that promote getting together, writing and critical thinking are of supreme importance…

— Olga Karamalak, Associate Professor, Magnitogorsk State University

 

…I did find this Summer School enriching and inspiring. I gained some really helpful recommendations on overall approach to students’ writing (student involvement at every stage, holistic evaluation, etc.). I had tried to employ some of these principles in my teaching but the school presenters enabled me to see them as a coherent and efficient system, for which I am very grateful…

Thank you once again for the wonderful spirit of enthusiasm and collaboration at this Summer School!

— Yevgeniya Butenina, Associate Professor, School of Regional and International Studies, Vladivostok

 

…the knowledge I obtained during the summer school will definitely influence how I teach or organize the teaching process and present writing assignments…

— Elina Gubernatorova, Associate Professor, Altai State University

 

…given that this format was a pilot project, I can’t imagine how it could have been better…

— Natalia Novikova, graduate student, Moscow State University

 

Complementary Materials

Program

List of Participants

Video

Workshop Leaders and Organizers

 

	Yevgeniya Abelyuk, Distinguished Teacher of the Russian Federation, Teacher of Literature, Lyceum No. 1525, Moscow
	Olga Aksakalova, Director, Merrill Lynch Writing and Communication Center, New Economic School, Moscow
	Olessya Kirtchik, co­editor of Laboratorium: Russian Review of Social Research
	Diane Nemec Ignashev, Class of 1941 Professor of Russian & Liberal Arts, Carleton College, Moscow State University
	Elena Ostrovskaya, Associate Professor of English, Higher School of Economics, Moscow
	Martha A. Townsend, Associate Professor, Department of English, University of Missouri
	Ronald Schleifer, George Lynn Cross Research Professor of English and Adjunct Professor in the College of Medicine, University of Oklahoma
	Nadezhda Shapiro, Teacher of Russian Language and Literature, School No. 57, Moscow
	Tatiana Venediktova, Professor and Head, Department of Discourse and Communication Studies, School of Philology, Moscow University, Director of the Summer School
	Katherine Wills, Associate Professor of English, Indiana University­ Purdue University Indianapolis

 

Summer School Participants

 

	Tatiana Alenkina, Department of Foreign Languages, Moscow Institute of Physics and Technology, Moscow
	Marina Anokhina, Associate Professor, Department of Foreign Languages, Altai State Pedagogical Academy, Barnaul
	Andrey Azov, Moscow State University, Moscow
	Nelly Bachurina, Associate Professor, Department of Integrated Communications, Higher School of Economics, Moscow
	Olga Blinova, Graduate Student, Moscow State Linguistics University, Moscow
	Viktoriya Bobyleva, Associate Professor, Department of Germanic and Romance Languages, Institute of Applied Linguistics, St. Petersburg State Polytechnic University, Saint Petersburg
	Kara Bollinger, Assistant Director, Merrill Lynch Writing and Communication Center, New Economic School, Moscow
	Elena Bugreeva, Associate Professor, English Language Department, School of Journalism, Saint Petersburg State University, Saint Petersburg
	Yevgeniya Butenina, Associate Professor, Department of Linguistics and Intercultural Communications, School of Regional and International Studies, Vladivostok
	Firdes Dimitrova, Department of Foreign Languages, Voronezh State University
	Tatiana Dubrovskaya, Head of English Language Department, Faculty of History and Philology, Penza State University, Penza
	Edward Glinchevsky, Associate Professor, Faculty of Foreign Languages, Astrakhan State University, Astrakhan
	Dmitry Golubev, Associate Professor, Department of Translation and Intercultural Communications, Institute of Linguistics and Mass Communications, Yaroslavl
	Nadezhda Greydina, Head of the Department of Classical Philology and Rhetoric, Pyatigorsk State Linguistics University, Pyatigorsk
	Elina Gubernatorova, Associate Professor, Department of Foreign Languages, International Institute of Economics, Management and Information Systems, Altai State University, Barnaul
	Olga Karamalak, Associate Professor, Department of English Philology and Translation Studies, Magnitogorsk State University, Magnitogorsk
	Natalia Kolyadina, Teacher of the English Language, International Institute of Economics and Finance; English-Language Instruction Advisor to the First Vice-Rector, Higher School of Economics, Moscow
	Natalia Kondrakhina, Associate Professor, Head of English Language Department, Financial University, Moscow
	Irina Korotkina, Head of English Language Department, Russian-British Postgraduate University; Associate Professor, Department of Public Administration, Russian Presidential Academy of National Economy and Public Administration, Moscow
	Irina Korovina, Associate Professor, English Language Department, Mordovia State University, Saransk
	Viktoria Kucheriavykh, Teacher of English Language, Speak Up English School, Moscow
	Irina Kuznetsova, English Language Department, New Economic School, Moscow
	Natalia Novikova, Graduate Student, Department of Foreign Literature, Moscow State University, Moscow
	Tatiana Skopintseva, Head of the English Language Department, New Economic School, Moscow
	Larisa Sleptsova, English Language Department, Bryansk State University, Bryansk
	Natalia Smirnova, Department of Foreign Languages, Higher School of Economics, St. Petersburg
	Tatiana Vayzer, Department of Romance Philology, Russian State University for the Humanities, Moscow
	Olga Zagrieva, Associate Professor, Department of Linguistics, Vyatka State University for the Humanities, Vyatka
	Anna Zhiganova, Department of Foreign Languages, Faculty of International Relations, Economics and Management, Linguistics University of Nizhny Novgorod, Nizhny Novgorod

XVI Fulbright Summer School in the Humanities, Video

 

Opening of the XVI Fulbright Summer School

 

Katherine Wills. The History of Composition Studies in the United States (abridged). Monday, June 24

 

Martha Townsend. Undergraduate Writing Programs in the United States: Writing Across the Curriculum, Writing in the Disciplines, Capstone Courses. Monday, June 24

 

Martha Townsend. Undergraduate Writing Programs in the United States: Writing Across the Curriculum, Writing in the Disciplines, Capstone Courses. Part 2. Wednesday, June 26, 2013.

 

Martha Townsend. Undergraduate Student Writing: Using Informal Writing to Reinforce Formal Composition Skills. Wednesday, June 26 

 

Martha Townsend. Responding and Grading, and Levels of Intellectual Development. Thursday, June 27

 

Ronald Schleifer. Disciplines of Writing. Monday, June 24

 

Ronald Schleifer. Journal and Book Publishing in the Humanities, Cultural Studies, and Social Sciences. Friday, June 28 

XVII Fulbright International Summer School in the Humanities
30 June – 4 July 2014
Visualizing Knowledge: Visual Literacy in Higher Education Today

Increasingly information comes to us in images, and this raises ever new questions about the importance of visualization for the transference of knowledge and for learning and teaching in higher education. Professionals in all fields today must possess the ability to process, interpret, and analyze images; both learners and teachers today need to be able to use images as instruments of thought and as building blocks of culture. Along with other “literacies,” higher education must provide students with multimedia literacy, the ability to integrate traditional forms for acquiring and transmitting knowledge (verbal, “literal”, printed) with other media (audio-visual, digital).

Around the world, academic institutions are responding vigorously to this need, creating interdisciplinary programs in media studies as well as developing visual studies within the traditional disciplines in order to facilitate students’ fluency in the languages of photography, cinema, television, and the Internet. The urgency with which these initiatives are evolving is not coincidental: visual literacy in the broadest sense of the term––the ability to “read,” to understand, to discuss, to create, to evaluate, and to employ complex image-based messages––has become a basic component of cultural competency. Depending on the breadth and effectiveness with which humanistic as well as scientific education equips students for visually based knowledge, the omnipresent culture of indiscriminately used images will become either a new “opium of the people” or a powerful resource for developing creative and critical intellect.

The XVII Fulbright Summer School will bring together Russian and international specialists in both theoretical and practical visual studies from multiple academic fields and pedagogical traditions to share their experience as well as to provide an introduction to issues raised by visualization and multiple approaches to address them in higher education. Topics of discussion will include: defining visual literacy; methods for developing visual literacy within existing disciplinary contexts; techniques for incorporating visuality in scholarship; planning and constructing programs in visual studies at various levels, and the adaptation of international experience to the specificities of Russian higher education.

Summer School sessions will be predominantly interactive and group discussions, supplemented by presentations. Working languages will be English and Russian.

The Summer School curriculum focuses broadly on the humanities and social sciences. Interested colleagues in all disciplines are encouraged to apply.

For further information please contact Ekaterina Kalinina at discours@philol.msu.ru (subject – Summer school).

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School 2014 participants

School 2014 program

School 2014: feedback

Teachers

 

	James Elkins, art historian and art critic, E.C. Chadbourne Chair of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. He also coordinates the Stone Summer Theory Institute. The author of numerous books on visual studies and art theory, among which: Visual Studies: a Sceptical Introduction, Our Beautiful, Dry, and Distant Texts: Art History as Writing, The Domain of Images, How to Use Your Eyes, The Object Stares Back: On the Nature of Seeing, Six Stories From the End of Representation.
	Susan Jaret McKinstry, PhD in English (University of Michigan), teaches narrative theory, 19th century British literature and art, literary theory, film adaptation, creative writing (Professor of English at Carleton College).  Jaret McKinstry co-edited Feminism, Bakhtin, and the Dialogic (1991), and published articles on Dante Gabriel Rossetti, Pre-Raphaelite arts, film adaptation, Jane Austen, Emily Bronte, Charles Dickens, Emily Dickinson, T. S. Eliot, Toni Morrison, Ann Beattie, and others. In 2009 – 2012 – Director of Carleton’s Visualizing the Liberal Arts initiative; in 2013 – 2014 Associate Director of the Digital Humanities.  Sphere of professional interests:  visual studies; Victorian poetry, painting, architecture, and design; narrative theory; adaptation theory; material and digital scholarship.
	Andrei Gornykh, PhD in Philosophy, lecturer, Professor at the Department of Media at the European Humanities University (Vilnius, Lithuania), co-director of the Visual and Cultural Studies Laboratory (EHU) and of the regional seminar “Visual and Cultural Studies: Subject, Methods, and Didactic Strategies”. Sphere of professional interests: semiotic theory, methodology of visual studies and film analysis.
	Dmitri Karpov, specialist in Design (Ural Professional Pedagogical University). From 1988 works in the domain of design and advertising. Chief Executive Officer of “Style Design Invest” studio (from 2002 on), curator of the additional educational course “Design in Interactive Environment” at British Higher School of Art and Design (from 2005 on), reader on special subject «Graphic Design & Illustration» at British Higher School of Art and Design.
	Diane Nemec Ignashev, Ph.D. (University of Chicago), Class of 1941 Professor of Russian and the Liberal Arts, Chair, Department of Geman and Russian, Carleton College (Minnesota, USA); Lecturer, Department of Discourse and Communication Studies (Faculty of Philology, Lomonosov Moscow State University); member of the Board of Directors of the American Council of Teachers of Russian; co-author and designer of the Carleton College Russian Language teaching method (http://russian-pv.carleton.edu/pv2009/); author of multiple works on Russian culture; translator. Sphere of professional interests: film studies, Russian literature and culture, translation theory, academic writing pedagogy, visuality in the humanities.
	Almira Ousmanova, PhD in Philosophy, Professor at the Department of Media and the Director of MA program in Cultural Studies at the European Humanities University (Vilnius, Lithuania). Research interests: genealogy and methodology of visual studies, gender representations in visual arts, Soviet cinema, art and politics. She is the author of Umberto Eco: paradoxes of interpretation (2000) and an editor of several collective volumes: Anthology of Gender Theory (ed., with Elena Gapova, 2000); Gender Histories from Eastern Europe (co-edited with Elena Gapova and Andrea Peto), Bi-Textuality and Cinema (ed., 2003); Gender and Transgression in Visual Arts (ed., 2007), Visual (as) Violence (ed., 2008), Belarusian Format: Invisible Reality (ed., 2008.), Feminism and Philosophy (ed., special volume of journal Topos, 2010). She is an editor-in-chief of a book series in Visual and Cultural Studies (published with EHU Press, Vilnius).

 

Program committee

	Ekaterina Kalinina, coordinator of Summer School 2014. PhD in Philology (Lomonosov Moscow State University), specialist in Russian literature of the 20th century. Sphere of professional interest: non-classic prose, Russian and European novel at the turn of the 19th and in the 20th century, comparative literary studies, literature and photography, interchange between philological and visual analysis.
	Anna Kotomina, PhD in History, Associate Professor at the Department of Social and Cultural Studies (Russian State University for Humanities), Associate Professor at the Department of Discourse and Communication Studies, Faculty of Philology (Lomonosov Moscow State University), Head of the Center of Social-Cultural Projects at RSUH, art-director of Circarama, Department of Culture (Moscow). Sphere of professional interests: media theory and history, history of technics.
	Andrey Logutov, PhD in Philology (Lomonosov Moscow State University), Senior Lecturer at the Department of Discourse and Communication Studies (Faculty of Philology, MSU). Lecturer in Media Theory, History and Theory of Popular Music, and Anthropology of Sound. Fulbright scholarship holder in 2006. Sphere of professional interests: American studies, media theory, history and theory of popular music, anthropology of sound.
	Polina Rybina, PhD in Philology (Lomonosov Moscow State University), Senior Lecturer at the Department of Discourse and Communication Studies, Faculty of Philology (Lomonosov Moscow State University). Sphere of professional interests: theatre and film semiotics, film theory, film adaptation theory, performance studies.
	Nina Sosna, PhD in Philosophy (Institute of Philosophy, Russian Academy of Sciences), culture expert, Associate Professor at the Department of Cultural Humanities at the Higher School of Economics, Moscow (courses for MA students “Introduction to Visual and Cultural Studies”, “Visuality in Modern Culture”). Sphere of professional interests: philosophical anthropology, visual studies, media theory.
	Tatiana Venediktova, Doctor of Literature, Professor, Head of the Department of Discourse and Communication Studies at Lomonosov Moscow State University, specialist in literature and culture of the USA. Sphere of professional interests: history of American and West European literature, discourse and communication studies, intercultural communication, aesthetics of literary reception, theory and history of reading practices, comparative culturology.
	Tatiana Weiser, PhD in Philosophy (University Paris VII), reader in Ethics and Philosophy at the Department of Social Philosophy, Faculty of Public Policy (Russian Presidential Academy of National Economy and Public Administration). In 2011 – 2012 – visiting Fulbright scholar at the Washington University Saint-Louis and New York University. Sphere of professional interests: theories of communication, communitarian studies, conflict resolution, ethics.

 

Participants

	Ramina Abilova, postgraduate student of the Institute of International Relations, History and Oriental Studies at Kazan (Volga Region) Federal University (Russia). Sphere of professional interests: visual studies, amateur photography, family photo albums, historiography of photography, cultural memory.
	Maria Ananina, 5th-year student of the Faculty of Philosophy (Lomonosov Moscow State University), the Department of Philosophy of Language and Communication. Thesis: “The History of Thought Experiments in Analytic Philosophy”. Sphere of professional interests: cognitive aspects of visual perception, visualization of philosophical concepts, optical illusions and the ability to visualize absurd.
	Olga Blinova, teacher of English and graduate student in Linguistics at MGIMO-University, School of International Journalism, English Department N3. In 2011 – 2012 – Fulbright Russian Language Teaching Assistant at St. Olaf College, Northfield, MN. Sphere of professional interests: cognitive linguistics, discourse analysis, modes of speech representation, communication studies.
	Constantin Blokhin, PhD in Economics (Lomonosov Moscow State University), Head of the Department of Economics and Management at Gelendzhik branch of «Kuban State University», reader in economic disciplines. Sphere of professional interests: global economic problems, regional development of Russia, single economic space, visualization in education.
	Maria Bratolyubova, PhD in History, Associate Professor at the Department of Russian History, Faculty of History at Southern Federal University, Southern Federal University. Sphere of professional interests: political regionalism, features of Russian liberalism, visual dimensions of sociocultural communication.
	Kristina Burmina, graduate of the Department of History of Foreign Philosophy (Faculty of Philosophy, Lomonosov Moscow State University). Thesis: “Interpretation of M. Foucault’s Philosophical Methodology in English-speaking Philosophy”. Sphere of professional interests: mutual influence of continental and analytic philosophy.
	Aleksandra Chernikova, specialist in Philology (Lomonosov Moscow State University), teaches Russian Language and Culture of Speech at non-humanitarian faculties, also works as a tutor of Modern Russian Language and History of the Russian Language. Sphere of professional interests: language history, communication studies, functional study of the Russian language, communication theories, psycholinguistics, Spanish language.
	Yuliya Detinko, Senior Lecturer at the Department of Linguistics and Intercultural Communication at Siberian Federal University (Krasnoyarsk, Russia). Sphere of professional interests: discourse analysis, multimodality, media text, political communication, intercultural communication.
	Maria Gordeeva, 1st-year postgraduate student at the Faculty of Journalism (Moscow State University), correspondent of Business News Department of RBC. Sphere of professional interests: media in the early 20th century, literary editions of XIX-XX cc., Old Believers’ periodicals, sponsorship in Russian media in the early 20th century.
	Elena Gordienko, postgraduate student at the Department of General and Comparative Linguistics, Faculty of Philology (Lomonosov Moscow State University). Sphere of professional interests: semiotics, text linguistics, rhetoric, theatre, pedagogy.
	Evgeniya Kasyanova, MA student at the School of Cultural Studies specializing in Visual Culture (Higher School of Economics), Media Studies teaching assistant. Sphere of professional interests: visual anthropology, contemporary art, media culture, visuality in Brazilian culture.
	Ekaterina Khovanova, PhD in Sociology, Associate Professor at the Department of Communicative Studies, Advertising and PR (Belgorod State University). Sphere of professional interests: intercultural communications, communication barriers, communication practice in regional universities.
	Anastasia Klimanova, graduate student (2014) of the Faculty of Philosophy (Lomonosov Moscow State University), the Department of History of Foreign Philosophy. Thesis: “Visuality in Michel Foucault’s Philosophical System”. Sphere of professional interests: visuality in modern French philosophy.
	Alena Kolyaseva, postgraduate student at the Faculty of Philology, Lomonosov Moscow State University. Sphere of professional interests: linguistic consciousness, terminology studies, communication.
	Marina Kryshtaleva, postgraduate student at the Department of Theory and History of Culture Herzen State University), research associate (The State Peterhof Museum-Reserve). Professional interests: visual studies, visual antropology, everyday culture.
	Ekaterina Levko, PhD in Linguistics, lecturer at the Department of the English Language at the University of Humanities and Social Sciences (St Petersburg). In 2013 – 2014 – visiting Fulbright scholar at the Indiana University (Bloomington, USA). Sphere of professional interests: intercultural communication, anthroponymy, linguistics in country-specific studies.
	Nataliya Novikova, PhD in Literary Studies (Moscow Lomonosov State University), reader at the Department of Foreign Literature (Faculty of Philology, Moscow Lomonosov State University). Sphere of professional interests: 19th century West European and American literature, Anglo-Hispanic cultural relations, historical imagination and cultural memory, exile and creativity.
	Valentina Palkova, PhD in Philosophy, Assistant Professor in Stolypin Volga Region Institute of Administration under the Russian Presidential Academy of National Economy and Public Administration. Professional interests: visual studies, visual anthropology, social philosophy.
	Elizaveta Polukhina, PhD in Sociology, senior lecturer at the Department of Sociological Research Methods, Faculty of Sociology (HSE). Sphere of professional interests: qualitative methods of analysis, methods of on-line analysis, historical memory, social ecology.
	Olga Popova, PhD in Philosophy (Belgorod State University), reader in Ethics and Philosophy at the Department of Fine Arts, Pedagogical Faculty (Belgorod State National Research University). Sphere of professional interests: art history, communication theories.
	Julia Rogovneva, postgraduate student at the Faculty of Philology (Moscow State University), assistant at the Department of General and Russian Linguistics at Pushkin State Russian Language Institute. Sphere of professional interests: communicative grammar, culture of speech, linguistic picture of the world, Czech language, German language.
	Ekaterina Sazonova, graduate in Cultural Studies, MA student of Visual Culture at Higher School of Economics. From 2012 works as an organizer of educational projects for Polytechnic Museum. Sphere of professional interests: popularization of science and methodology of visualization of scientific information, popular culture, critical theory.
	Marina Shilina, specialist in Journalism, Doctor of Letters, Senior Staff Scholar at the Department of Journalism and the Department of Philosophy (Lomonosov Moscow State University), Associate Professor at Higher School of Economics. Lecturer in Communication Theory, PR, Journalism, Advertising, and Media. Sphere of professional interests: communication theory, communication in the Internet, media studies.
	Olga Tikhomirova, linguist (Moscow State University), student of MA course in Linguistics. Sphere of professional interests: theories of communication, communication studies, theory of speech genres, sociolinguistics, text visualizing.
	Vera Toktarova, PhD in Pedagogy, Head of the Research and Scientific Department, Associate Professor of Department of Applied Mathematics and Computer Science (“Mari State University”, Yoshkar-Ola). Sphere of professional interests: e-learning, information and educational environment, pedagogical innovations, visualization of learning material in computer training systems.
	Sergei Venidiktov, PhD in Philology (“Journalism” – Institute of Journalism of the Belarusian State University), Associate Professor of Literary Criticism, Professor at the Social and Humanitarian Disciplines Department of the Mogilev Institute of the Ministry of Internal Affairs of the Republic of Belarus, journalist of the Mogilev city television “2 channel”. In 2011 – Fulbright visiting scholar at Franklin Pierce University (New Hampshire, United States). Sphere of professional interests: journalism, theory of communication, media and civil society, innovations in the educational environment.
	Aleksandr Vetushinskiy, 1st-year postgraduate student of the Faculty of Philosophy at Lomonosov Moscow State University (the Department of Ontology and Theory of Cognition), works for the Department of Information Policy at the Faculty of Philosophy (MSU) and for Moscow Research Centre for Videogames (under the Faculty of Philosophy, MSU). Sphere of professional interests: materialistic ontologies, scientific research on videogames, technotheology.
	Nikolay Vokuev, PhD in Cultorology, Associate Professor at the Department of Culturology and Pedagogical Anthropology at Syktyvkar State University. Sphere of professional interests: popular culture, media theory, history of film.
	Aleksandra Voronina, PhD in Sociology, reader in Sociology and Political Science at the Department of National History, Political Science and Sociology, Faculty of Humanities (Admiral Makarov State University of Maritime and Inland Shipping). Sphere of professional interests: social anthropology, linguistic anthropology, intercultural communication, comparative management, mediaphilosophy.
	Artem Zubov, postgraduate student (Lomonosov Moscow State University), reader in Cinema Studies, Science Fiction Studies, and English language (school N1567), in 2013 – 2014 – Fulbright FLTA, teaching assistant of Russian Language in St. Olaf College (Northfield, MN). Sphere of professional interests: science fiction studies, history of Russian and American science fiction, media studies, genre studies.

We had spent several months planning the intensive 4 day workshop on Visual Studies so the events built throughout the week, providing examples of interdisciplinary and collaborative work, developing the participants’ skills and sense of possibility, teaching them to design and evaluate visual assignments, and creating opportunities for them to talk about their goals as teachers and scholars.

The participants were from a range of backgrounds and disciplines, and many of them were quite young, with a strong desire to explore innovative possibilities for scholarship and teaching as they develop their careers. I took every opportunity to learn about their work and share ideas formally and informally as we considered how visual work might enhance their teaching and research without distracting from the essential coverage of the field.

I was particularly pleased and touched that several graduate students and participants offered to “host” me in Moscow, taking me on long walking tours of the city and exploring museums with me. That enabled me to learn a great deal about their educational system, especially the distinct challenges and opportunities they face, and therefore adapt my presentations and workshops to the issues that were foremost in their minds. I found myself revising my presentations each night to include aspects that I had learned that day in workshops and conversations.

I believe the workshop showed the Russian teachers that research and teaching can intersect, that visual work can create strong educational and scholarly opportunities, and that interdisciplinary collaboration can be a benefit in our work. Their educational practice is quite content-based, and my goal was to demonstrate ways in which visual work is an essential part of the content of what we teach. My favorite moments were in the hands-on sessions when I showed challenging images and the participants actively examined them, pointing out details to one another with real excitement, sharing their (sometimes new) visual knowledge and their disciplinary perspectives. That sort of interdisciplinary collaboration is not their common practice, and we all found it extremely productive. At the end of my time there, several participants from diverse fields told me they plan to incorporate visual assignments, and they promised to send me their ideas and results – which made me very pleased indeed.

My commitment to visual studies as a powerful, essential interdisciplinary area is stronger than ever, and my sense that its benefits work globally is confirmed by my many conversations with the teachers in Moscow. I found the challenges of “translating” my experience into terms that would be valid and valuable to them a strong teaching lesson and a real global exchange. We had to listen to one another – across languages, disciplines, and experiences – to come up with innovative ideas to develop our personal and institutional definitions and applications of visual work. The Fulbright Program and Moscow State University provided the opportunity for compelling conversations and collaborations, and I left the Summer Seminar even more excited about international developments in visual studies, and the personal and professional impact of Fulbright’s program.

 — Susan Jaret McKinstry

 

XVIII Fulbright International Summer School in the Humanities

Moscow State University, June 23–27, 2015

Great Books and Critical Readings

Teaching the “great books” (the “classics,” the “canon,” “monuments of tradition X”) has never been more difficult, or more necessary. Like writers themselves, literary texts (works of art in general) are not born “great.” They achieve and maintain their status through complex processes of interpretation and reinterpretation whereby readers (re)discover the relevance of what was to what is. In a global context––with students coming to our classrooms from all over the globe and heading out into a world of increasingly shared knowledge in science and business, “great books” have (or should) become the property of a global intellectual community as it strives to define itself as a complex whole.

Building a global canon of literature is an educational priority and a challenging, sensitive, self-contradictory venture in cultural politics, particularly since “literature” embraces not only fiction and poetry, but philosophy, historiography, and social thought. Educators face issues of selection and value judgment, of interpretation, and of engaging their various audiences. They also must contend with the minutiae of historical realities (some of which may no longer exist), difficulties that arise in translation (linguistic and cultural), and transformations of a work from one medium to another. Teaching the “great books” cannot be the sole prerogative of philologists, if ever it was one.

There is also another important and delicate aspect to consider: the Great Books project was born in the US in the pre-global era. How must the Great Books project be modified for use in a globalized context in educational traditions as different as the Russian or Chinese?

In 2015, participants of the XVIII Fulbright Summer School in the Humanities will consider questions surrounding courses in critical reading of (and writing about) “great books” across the disciplines, particularly at the university level. We will survey existing course models and explore how they might be transformed to function trans-nationally and trans-culturally. Regarding relevance, we will examine our role as negotiators between our students, the generation of “millennials,” and the world’s intellectual heritage, between local issues and cosmopolitan impulses, between aesthetics and politics. Finally, we will reconsider the role of close reading in the context of this global intellectual agenda.

Summer school 2015: program

Summer school 2015: Feedback

Все студенты, пишущие самостоятельные исследовательские работы в рамках спецсеминаров кафедры (курсовые работы), обязаны сдать близкий к завершению вариант текста научным руководителям после майских праздников (до 13 — 14 мая). Неделя дается на чтение работы руководителем и ее обсуждение, еще неделя — на окончательную доработку, исправление и правильное оформление текста.

К 30 мая окончательные (уже оцененные руководителями) тексты курсовых работ должны быть представлены студентами на кафедру в электронном виде (файл в формате .doc или .rtf, названный фамилией студента и номером курса, например, ivanov-3kurs.doc). Должники должны будут объяснить кафедре причины невыполнения курсовой работы в срок. При уважительной причине срок сдачи курсовой может быть продлен в индивидуальном порядке до 20 июня.

Студенты, чьи курсовые работы не будут сданы (руководителю и на кафедру) и оценены до 20 июня, ставят под вопрос свою специализацию по кафедре. При возникновении чрезвычайных ситуаций, которые мешают выполнить работу в срок, просьба заранее обговорить проблему с научным руководителем и поставить в известность кафедру.