.

5. The law of fulfilling microintentions without any delays as the means for accelerating the realization of macrointentions.

6. ( ).

6. The law of continual intentional excitement (flexibility of intentions in inner development of a personality).

7. ( " ").

7. Aggressiveness of spiritual intentions (as their only correct "psychic tembre.")

8. .

8. Terms of conformist play and its deliberate denial.

V. "Nell mezzo dell' camin".

V. "Nell mezzo dell' camin."

1. 2- : -, , , .

1. Hardships of the second transition period: re-evaluation and disappointment, growing phobias, detachment from habitual environment, fits of hypochondria and loneliness.

2. - Nell mezzo...

2. Sense of continuation - Nell mezzo...

3. " , ": .

3. "You are what you eat": spiritual nourishment and a human personality.

4. . " - ".

4. Brecht's dialogue of doubt. "Only once in lifetime one should be categorical - when denouncing forever any categorization."

tez25

***

... -

,

,

.

,

,

-,

.

-

-

, ,

, ,

.

***

And something follows, and the same is strange.

What does the nature hanker here to do

of mystic steps not making much ado

to unreversible and constant change,

to inner and untouchable my grange,

where thoughts instead of air, where coming true

your every wish and every dreaming too,

the only place where you ran world arrange

and smiles of luck provided with the label

of sort that the returns does not enable -

repeating is prohibited forever

here among us, here between the tiny lives,

and silly thought that every evening dives

in night to make it different is clever.

25.

Theme 25

Studying of Chinese characters in autodidactics

I

I

Common information on the integrative method

- , , .. , . "" (), . , , , , ( , ).

The essence of any genuine studying is autodidactics or mastering the methods of selfstudying in an integrative form, i.e. on the level of diachronic and synchronic connection as well as of the correlation between sciences and other cultural phenomena. We obtain a subtle and sensitive instrument to arrange deep inner "necessity" (obligation), compulsion for acquiring knowledge. The latter creates psycho-physiological basis of memory, which is not the function of one concrete organ, but by its spread nature is a free integrator, bringing to life concentric and systematic approach to assimilate the culture transmitted. The focus of this approach lies in instrumental knowledge (it is enough to recall the famous threevium and quadrivium to see that the idea of giving priorities to this kind of knowledge is not new).

, , , - , (, , , , , ).

The major focus is made in foreign languages, united in our systematic approach, like many other subjects, not according to structural patterns, but from the viewpoint of culturological correlation (which in the final analysis makes it possible to purposefully arrange or induce the actualized interest).

, " " (. ), : "". , ( - , ) , : -, () (, ..) - , ; -, .

Taking into account, that "movement is a morphologic organ of a human being" (B. Spinosa), it is not inconceivable to admit that all types of memory are "motoric." In any case, being oriented toward a psychological pose, correlated with a certain movement (correct or incorrect is not important here due to the reasons mentioned below, we gain a great didactic winning: at first, the entire complexity and boredom of traditional remembering is reduced at maximum to quite easily analysed tangible (physical) and non-tangible (images, feelings, thoughts, etc.) movements; nervous and psychic tension is alleviated; speed and quality of assimilation are obtained; at second, thanks to growing analytism it is possible to promote selfstudying abilities.

- ; , , (, ) . , , , . , , (, , - ) . , , , , ( ) .

However, it is necessary to profoundly explain the focal notion - the actualized interest; here we mean the actualized emotion of interest, its acute duration or a point manifestation, synchronically corresponding to (of course, correlated with) an action. One should by keep in mind that this instant instrument cannot function without universal interest, which must to undergo certain psychological manipulations to turn into the focused and actualized one we want to obtain. It is the latter, which being an optimum of concentrated attention and perception, produces biochemical and, maybe all the rest (not absolutely clear yet) conditions for memorizing. Nevertheless, the dialectics of this phenomenon makes it most pressing to enclose into memorizing information noise and interferences, producing sufficient resistance of psychological material that is present in inner Self as a continuum of emotional experiences (in our case adequately guided).

, (" , , , " - . ), , , -, -.

Respectively takes places quasiperipherisation of studying, imaginary shift of the major into sidelines ("cross out what is in the middle, leave what is on the margins' - O. Mandelshtam), decentralization of the manifested, which is consequently too material and technical to remain major and spiritual.

, , . . - , , ( , . ). ( ) , , . , , ( !) , ( ). , - .

The dialectical basis of the systematic approach to selfstudying lies in the oral method, developing the technique originated by Berlitz' and A. Palmer's schools. Mnemonic techniques modify on the whole the existing associative methods (by the Jone F. Loser in particular). Compulsion should be also noted (as one of major actions in re-evaluation of traditional pedagogy) to transfer the primary requirements, in common sense of this word, into secondary ones. Thus, for example, assimilation (that can be regarded mythological even beyond rhetorical frames) yields to the requirement of compulsory perception with the actualized interest, correlated, with optimum concentration of attention (rather determined by the interest). From this follows the rule of non-assimilation of the previous material but concentrated perception with actualized interest as the circumstance to pass over to the following structural unit of any subject.

, , , , , . , , , , ad infinitum.

Syncretic or at best non-analytic reception of a studied text is in our opinion the main cause of non-assimilation. The culturological skill of considering any phenomenon as a magic polyhedron with ever growing number of sides, must be an autodidact's major intention in the systematic approach, enabling him in the final analysis, to actiualize his interest ad infinitum.

, .. , , . , :

Very important from practical viewpoint is resistance to habituation, i.e. to getting used to the material, to regarding it as no longer fresh or adapted. As practice proves the most reliable techniques here are:

1) ( );

1) multi-subject method (studying the entire culturogical group of subjects);

2) (: , );

2) method of shifting to analogous study text in another presentation (under the condition of having several, at lest three, textbooks;

3) , , ( ) .

3) method of discrete usage of handbooks, reference books and dictionaries, one has grown accustomed to (putting them aside "to have a rest" and getting back only after awakening of newly-born interest).

, , " " (. ), - . , (, ). : , ( ), , , - , . , -.

The motivation becomes clear if one remembers that "adaptation is slackening of behavioural reactions under repeated stimulus" (A. Candel) - while a tense behaviourial reaction is the aim in our studies. It goes without saying that to deny adaptation as the first stage in the process of studying (especially as far as children are concerned) would be a mistake. The secret lies in the awareness of dichotomic in studying: on the one hand we have to get a macro-habit (to master the subject) which consists of interrelated dynamic stereotypes, but on the other hand - to safeguard at maximum non- adaptation to it, because only in that case it is really possible to deeply perceive the material. In the other words it is necessary to practice dialectics of "forgetting - remembering."

( ) - . . :

The mentioned above regulative role of clearly cut guidelines (psychological poses) is compulsory for step-by-step perfection of analytical apparatus. In total they represented full-scale algorithm. We give a few examples to illustrate the initial stage:

1) ( - , , .. , );

1) total dialectics (a word combination is the motto, oriented to going through and everywhere search for the unity of opposites, i.e. to not forgetting about dialectics as the autodidact's working tool);

2) , (, "" "", );

2) thought-feeling, feeling-thought (leitwords, reminding of indissoluble notions: "feeling" and "thought" to be used in daily speech and scientific language;

3) ( , );

3) the definition of interest as a self-appearing stream of associations (the guideline concept wsed as a criterion);

4) " " ( -, , , ..);

4) "try to replace mental work with physical at maximum possible" (a half ironical guideline command to get avoid of pseudothinking, deconcentration of attention, formal thinking, etc.).

5) " " (, );

5) "put strategic supergoals high and tactical ones low" (the rule orienting to goal setting in studying);

6) " , () 1000 " ( , );

6) "that one does well who looks up into the dictionary (a reference book) 1000 times a day " (a practical guideline to intensify selfstudying);

7) " " ( , ).

7) "real education may be only endless" (the general leitmotiv for one's behaviour, stimulating continual embroadening and deepening of knowledge).

. , , . know how, , , , , , , , - , , .

The number of such guideline mottoed in our systematic approach rises up to several hundreds. As practice proves, the precise interpretation of them enables the autodidact to get over the both internal and external difficulties. Using the universal know-how, the autodidact is able to learn any subject (Chinese characters and Chinese language in general included) much quicker, better, deeper and what is the most important, without usual nervous and psychic stress often resulting in distorted concept of the subject, indifference to it or even idiosyncrasy.

II.

II

Preparatory Work

( )

(propaedeutics into studying hieroglyphics)

( , , , , ) studiosus .

Even at the initial stage of mastering the fundamentals of autodidactics (meditation on the essence of integrative method, the abstract of which is given above, on the technique of selfstudying and on the comparativism in autodidactics) a mindful studiosus finds a lot of useful things while approaching active mastering of hieroglyphics.

-, , , , , , , , , , , - , -, ( ). (" , ", ), , "" .

At first, he drives to the conclusion, that by putting trust into locomotorics and movement, he releases a great amount of energy, wasted before mainly on pseudothinking in a pose of a man, being drawn a prisoner of formalism, hypocrisy, self-deception and as a result, chronic non-assimilation of material; at second, he changes his orientation to autodidactic perspectives as to the liquidation of difficulties (as their number is always growing). He makes his success dependent on the guidelines for healthy ambitiousness as the opposite to vanity ("love your better Self, not your any Self," the latter is typical of vain people), trying to replace self-assertion with the assertion of the high idea to join his Self to the collective eidos of the world culture.

, , , " !" ( " ").

The starting te-orientation of his personality may be considered successful of he has managed to come to the deep inner conviction that the increase of intellectual potentiality is well-proportioned to the increase of honesty and that the usage of the orienting guideline "dialectics is total!" helps to distract from notorious memorising and turn daily life into continuum of thrilling attempts to find thought everywhere (he recalls the wonderful line by romantic Eichendorff "A song is sleeping in every thing").

, . , , , .

His analytic abilities develop into ever perfect instrument of keepeng up the actualized interest without which it would be impossible to competently arrange memorising. Phenomena assume ever growing number of sides and a beginner in selfstudying has obtains a premonition of their infinity, their dialectic interconnection and semantic values, of whose psychological weight he has been ignorant before.

, , , . (. F. Loser "Gedachtnistraining"), .

Besides, he masters the mechanical part of the system, primarily our development of F. Loser's associative list as applicable to studying vocabulary (F. Loser "Gedachtnistraining"), the essence of which lies in the following .

- ( ) , , . :

The traditional matrix list of 100 word-images (or the so-called zero laying) should be preliminary assimilated, then a learner masters trivial methods of associating, using daily material, and then starts getting acquainted with several vocabularies of different foreign languages or notation from another culturological group of subjects. The scheme of this work with foreign languages is as follows:

- , ;

- well-assimilated matrix is associated with the words, translated into the native language and written in a separate list;

- ( ) ;

- a few hours later (no longer then 9) the assimilation of associations is checked and optimized;

- , , - , , , , .

- thus the works is started over the foreign vocabulary, supplied with equivalent meanigs in the native language, though delivered by images-mediators by extralinguistic means, the other sheet of paper is used, on which under the numbers identical to those on the laying in the native language, the word translations in a foreign language are written.

- . , . , , 4-5 (2-3 ). , , ( - ).

It is not appropriate to give a detailed appliance of this system here - it is a vast theme. Let us only refer to some results gained by the adherents to this technique. Thus, for example, the vocabulary of French self-study handbook is assimilated by the absolute majority of learners within 4-5 days (2- 3 layings in dependence on the previous language learning experience). Frequency vocabulary of Hungarian language was assimilated by the learner speaking French and English within 1 month (the criterion: easy understanding of text in newspapers and magazines).

- in corpore, , , , .

One of the widely spread mistakes made by traditional methodologies lies in learning hieroglyphics and vocabulary in corpore, i.e. in non-differentiated division of studied material between the stages, and consequently in absolute neglect for psychic states and experiences resulting in nervous exhaustions or even psychic break-downs.

, , , :

Thus, the initial stage in studying hieroglyphics, in our opinion, should be arranged as preparatory work in two aspects:

- (, , ) (5-6 );

- acquaintance with three basic European languages (German, French, English) and mastering of autodidactical methods (within 5-6 months);

- , , (, . ) 2-3 .

- attainment of principal skills in Chinese calligraphy, sound production, studying of a Chinese language course for beginners (for example, with textbook by I. Zadoenko and Juan Shuin) in the manner and tempo usually used by students preparing for exams within 2-3 months in the end of the 5-6 month period mentioned above.

: 1) (); 2) ; 3) .

Our systems suggest dividing an articulative act into three stages: 1) preparation (anticipation); 2) result; 3) relaxation.

: , -, . ( ).

The so-called phonematic focusing: frontal, frontal-labial and pharyngal. Of great practical essence is also the rule of speech production (prolongation of pronouncing an optimum phoneme in the previous word and non-admission of pauses between words).

, (- ), ( ), , , .

The proper serious studding of hieroglyphics as such starts after the above-mentioned preparatory work, when a learner has got a general idea about the subjects (secondary - instrumental and accentuated), has saturated his memory with the so-called precedents (the recognition of which hence forth will supply him with energy), clearly realizes the possibilities open to him after the course of autodidactics.

, :

Moreover, in case if it is necessary to embroaden philosophic approach supplementary classes with the following themes