The paper focuses on the continuity of rhetorical studies at the technical university. An analysis of rhetorical principles, described in I.S.Rizhsky’s «Rhetoric Practice» (1796), is carried out. The author summarized methodical principles of teaching rhetoric at the first technical university of Russia – Saint-Petersburg Mining College. A comparison has been made between I.S.Rizhsky’s work, classical treatises and the first Russian scientific rhetoric – «Rhetoric» by M.V.Lomonosov. It has been found that, following Lomonosov’s scientific theory, I.S.Rizhsky created an original educational-scientific genre (rhetoric practice), addressed to a specific audience – students of Saint-Petersburg Mining College. The role of I.S.Rizhsky’s scientific and educational activities in teaching humanities at the technical university has been defined. The paper justifies the necessity to republish works of scientists from 18 th -19 th centuries, whose names have left their marks in the development history of rhetoric as a study of Russian oratory traditions. The paper also describes material of contemporary educational programs on the culture of speech, which focus on the historical tradition of Russian rhetoric. In particular, it has been noted that lecture and practical courses imply not only orthology studies (correctness, clearness, orderliness, expressiveness of speech), but also acquaintance with works on the history of European and Russian rhetoric.
Theory of scientific dialogue is being depicted in the light of dialogue conception of M.M.Bakhtin, dialogue socialization law reliance on in teacher’s practical activity is being understood as an essential condition of common cultural and professional growth of an individual. Rhetoric strategies and tactics which heighten dialoguing effectiveness in educational-scientific community usage necessity is being substantiated. Depending on subject matter, status and list of participants, condition of the meeting, genre the aims of scientific dialogue are being determined as following: world picture formation/correction; scientific laws, principles, methods formulation; actual problems and topical issues in some certain brunch of science monitoring; scientific conclusions, regulations, conceptions verification; opposite point of view, position, opinion agreement with or disagreement; scientific facts, opinions, approaches estimation. Scientific dialogue classification in application to cultural-educational environment of technical higher educational institution is defined more exactly. The idea that skills to conduct scientific dialogue are demanded during training communication and further scientific-professional activity of a higher technical educational institution graduates is being proved.
The paper represents itself a summary of subjects concerning speech culture and language learning in the first technical higher educational institution in Russia. Educational, organizational, methodological and upbringing functional activities of the department of Russian language and literature of SPSMU are being correlated with the range of problems of the scientificresearch work, which is directed at optimization and intensification of the professionally oriented rhetoric education.
This article represents one of approaches how to create refresher courses innovative modular programs. Modern higher school must ensure possibility of professional competence widening in new economical conditions. Speech strategic and tactics mastering is a foundation for self-actualization in the sphere of business communication.
A human being is represented in art and science as an ontological phenomenon, both subject and object for investigation. If we take anthropocentricity as the principle of fiction text analysis this lets us combine the study of the text structure and semantics with the interpretation of the text.
The paper depicts a problem of teaching non-technical subjects at a technical higher school. This is done from the point of linguistic and cultural studies. The image Gorny institute is taken as a sample to demonstrate how to use the possibilities of such approach in the practice of teaching humanities.
