Natalya V. Davydova

The article is devoted to the issues of training foreign military specialists in the universities of the Ministry of Defense of the Russian Federation, which, in the context of the growing potential conflict in the world, seems to be the most important area of military-technical cooperation between Russia and friendly countries. One of the problems of professional training of foreign military personnel is the discrepancy between the culturally determined learning styles of all subjects of the educational process. The authors trace the influence of the cultural parameter "masculinity / femininity" on the national educational practices of foreign students and identify its symptoms in the culturally heterogeneous environment of a Russian military university. The article discusses various approaches to the interpretation of the binary opposition "masculinity / femininity" in a historical retrospective and the significance of this construct in modern science. The purpose of the article was a comparative study of the didactic aspect of the cultural parameter "masculinity / femininity" based on the typology of cultural dimensions proposed by the Dutch sociologist Geert Hofstede, as well as the latest scientific research in the field of cross-cultural didactics. Cultural-specific features of the educational process in educational institutions of different countries determine the forms and methods of teaching, educational communication and learning styles, affect the motivation and self-esteem of foreign students. The results of the study allow us to draw a conclusion about the role of the cross-cultural approach in the pedagogical design of the educational environment of the university of the Ministry of Defense of the Russian Federation. The theoretical significance of the study lies in the systematization of scientific experience in the study of the construct "masculinity / femininity" in the educational field. The practical significance of the work lies in the formation of systemic ideas about culturally determined goals, forms and methods of educational systems in different countries and the principles for developing effective tools for the educational process in a cross-cultural environment

The article is devoted to the issues of training foreign military specialists in a Russian military university. The relevance of this study is due to the growing influence of globalization processes on the educational environment of a military university, causing the transformation of the usual forms and models of education. Along with the psychological, social, pedagogical and philosophical aspects of cross-cultural didactics, the cultural aspect is of great importance. According to the author, education as a projection of culture reflects the specificity of the cultural consciousness of the educational process subjects. The article reveals the problems of cross-cultural didactics on the example of the influence of the cultural parameter "individualism / collectivism" on the educational process. The aim of the study is to analyze the didactic aspect of the cultural parameter “individualism / collectivism” in the context of training foreign servicemen in a Russian military university. The study is grounded on a comparative approach based on an improved parametric model of culture by the Dutch scientist G. Hofstede, as well as on scientific research in recent years. The results of the study allow us to conclude about the specifics of designing productive learning in a multicultural classroom. The typified methods of obtaining and assimilating new knowledge, skills and abilities, developed by foreign servicemen in their native country under the influence of the individual or group traits dominance in their culture, are the most important factor in building the principles of organizing training. Semantic distortions in the educational communication of a multicultural group, the dissatisfaction of foreign students with the final result of the educational process, the loss of their usual system of values and emotional discomfort resulted from the conflict of cultures complicate their learning. Educational and pedagogical interaction in a heterogeneous group makes the teacher to solve the task of overcoming the "resistance" of cultural indicators in the educational process, which requires the teacher to quickly adapt to the conditions of the multicultural entropy of the academic group and his/her developed cultural intelligence. The theoretical significance of the study lies in the generalization of scientific experience in the study of the parameter "individualism / collectivism" in education. The practical orientation of the work can be traced in the author's recommendations on the selection of culturally determined methods of training foreign military specialists and finding the vector of educational process effectiveness.