English for humanitarian faculties = Гуманитарлық факультеттерге арналған ағылшын тілі: оқу-әдістемелік құралы 9786010424173

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ӘЛ-ФАРАБИ атындағы ҚАЗАҚ ҰЛТТЫҚ УНИВЕРСИТЕТІ _______________________________________________________

ENGLISH FOR HUMANITARIAN FACULTIES ГУМАНИТАРЛЫҚ ФАКУЛЬТЕТТЕРГЕ АРНАЛҒАН АҒЫЛШЫН ТІЛІ Оқу-әдістемелік құралы Стереотиптік басылым

Алматы «Қазақ университеті» 2020

ӘОЖ 811.111(075.8) КБЖ 81.2Англ я73 E 56 Баспаға әл-Фараби атындағы Қазақ ұлттық университеті филология және әлем тілдері факультетінің Ғылыми кеңесі және Редакциялық-баспа кеңесі шешімімен ұсынылған (№4 хаттама 13 шілде 2016 ж.) Пікір жазғандар: филология ғылымдарының кандидаты К.А. Нарымбетова филология ғылымдарының кандидаты А.А. Мулдагалиева филология ғылымдарының кандидаты Г.Б. Хошаева Құрастырғандар: Г.Т. Карашина, Г.А. Оразаева, Г.Б. Алмабаева, Е.У. Артыкова

Е 56 English for humanitarian faculties = Гуманитарлық факультеттерге арналған ағылшын тілі: оқу-әдістемелік құралы / құраст.: Г.Т. Карашина, Г.А. Оразаева, Г.Б. Алмабаева, Е.У. Артыкова. – Стер. бас. – Алматы: Қазақ университеті, 2020. – 96 б. ISBN 978-601-04-2417-3 «Гуманитарлық факультеттерге арналған ағылшын тілі» оқу-әдістемелік құралы «Кәсіби бағдарлы шетел тілі» пәніне негізделіп, гуманитарлық факультеттердің 1-курс студенттері үшін құрастырылған. Оқу-әдістемелік құралы Individual and Society, Social Pedagogy, Religion, Political Science, Social Work атты бес тараудан тұрады. Әр тарауда белгілі бір мамандыққа байланысты аутентикалық мәтіндер, кәсіби сөздік, түрлі жаттығулар берілген. Автордың редакциясымен шығарылды. The manual «Ағылшын тілі» is intended for first-year students of humanities and designed in order to develop reading and translation skills of professional-orientated texts. The book consists of five structurally identical units. Each unit is provided with authentic texts and exercises to enhance vocabulary. Published in author's edition.

ӘОЖ 811.111(075.8) КБЖ 81.2Англ я73

ISBN 978-601-04-2417-3

© Құраст.: Карашина Г.Т., Оразаева Г.А., Алмабаева Г.Б., Артыкова Е.У., 2020 © Әл-Фараби атындағы ҚазҰУ, 2020

АЛҒЫ СӨЗ «Гуманитарлық факультеттерге арналған ағылшын тілі» – студенттердің болашақ мамандықтарына байланысты қажетті ақпарат беріп, кәсіби сөздік қорын байытуға көмек ретінде шығарылған оқу-әдістемелік құралы. Оқу-әдістемелік құралы кәсіби бағыттағы мәтіндермен жұмыс істеу дағдыларын қалыптастыру мақсатында әзірленді, құрылымы жағынан бірдей бес тараудан тұрады: Individual and Society, Social Pedagogy, Religion, Political Science, Social Work. Әрбір тарауда мәтіндер, кәсіби лексикаға арналған жаттығулар бар. Тапсырмалар білім бақылау, кәсіби лексикалық қор толықтыру, сонымен қатар түрлі оқу және кәсіби мәтіндерді аудару дағдыларын қалыптастыруға бағытталған. Оқу құралында қосымша мәтіндер берілген, олар сабақ барысында немесе студенттердің өздік жұмыстары ретінде қосымша оқуға арналған. Студенттердің жұмыстарын жеңілдету үшін ағылшынша-қазақша сөздік берілген. Оқу-әдістемелік құралы студенттердің мамандық бойынша қажеттілік мәселесін шешетін маңызды еңбек саналады.

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UNIT I INDIVIDUAL AND SOCIETY TEXT 1 VOCABULARY community (n) – қауым group (n) – топ household (n) – отбасы individual (n) – жеке society (n) – қоғам realize (v) – түсіну farm (n) – ферма achieve (v) – мақсатқа жету evolve (v) – дамыту expand (v) – кеңейту belong (v) – тиесілі болу hunt (n) – аңшылық join (v) – қосылу permanent (adj) – тұрақты play a responsible part – жауапты рөл атқару totally (adv) – тұтас create (v) – жасау law (n) – заң custom (n) – дәстүр beliefs (pl) – наным-сенімдері I. Read the text and say why no individual can be totally independent of other people. INDIVIDUAL AND SOCIETY We learn from history that prehistoric man first lived and hunted alone. Later, he realized that he was more successful if he hunted with a group of other men. Eventually, men built their home together, and began to farm the land. These men came together because they had something in common – in this case, hunting and farming – and 4

they found that they could achieve more by helping each other. In this way, first primitive communities were formed. Since then, these communities expanded and joined together, into villages, towns, cities and nations. The people who lived in them developed a relatively fixed way of life. In the course of time they evolved their own laws, customs, beliefs and institutions. An organized and permanent group of individuals living together in this way make up a society. Nowadays, we usually think of societies as national, and even international communities. For example, when we talk of «Western Society» we mean the ways of life of people in Western Europe, in North America, and even in Australia and New Zealand. Within every national society, however, there are many smaller communities, social groups and «societies» in which individuals with common interests live or work or play together. Everyone today belongs to one or more of these kinds of society. Certainly, no individual can ever be totally independent of other people. Everyone is greatly influenced by the society he lives in: at the same time, the individual person can play a responsible part in the creation and the development of that society. Before the 18th century, few people ever looked seriously at the make-up of the various social groups in which they lived. Since that time, however, the study of society has developed into the important science of sociology. It is indeed by means of the sociological study of te relationships that exist between the individual and that it is hoped to create a better society in the future. («The Individual in Society» Izolda Geniene, Liongina Miseviciena) II. Translate into Kazakh: First primitive communities; have something in common; hunting and farming; evolved their own laws, customs, beliefs and institutions; social groups; be totally independent; play a responsible part; the creation and the development of the society; relationships; at the same time; be greatly influenced by the society; the important science of sociology. III. Find in the text the words similar to the following words. Ancient, to develop, to reach, extend. 5

IV. Complete the sentences using the words below. Influence, make up, belong, groups, development, lone-parent, societies, relationships, development, part. 1. You can find a lot of different … in the USA according to the nationality, religious and cultural similarities. 2. Children often suffer from hostile…between their parents after divorce. 3. Very often people join into different … according to their personal or professional interests. 4. Most psychologists are worried about the increasing number of … families where parents take care of their children separately. 5. The…of any society strongly depends on the ideas, principles and political will of its members. 6. The individuals with common interests …. a society. 7. They don't ….. under that category. 8. Don't drive under the ….. of alcohol. 9. The individual person can play a responsible … in the creation and the …. of that society. V. Translate into English. 1. Ежелгі адам, алғашында, жалғыз өмір сүріп, аңға да жалғыз шыққан. 2. Адамдар үйлерін бірге тұрғызып, жер жырта бастады. 3. Адамдар бір-біріне көмектесу арқылы көп нәрсеге қол жеткізуге болатындығын түсінді. 4. Осылайша, алғашқы қарапайым қауымдар қалыптасты. 5. Уақыт өте келе адамдар өздерінің қағидаларын, дәстүрлерін, наным-сенімдері мен институттарын дамытты. 6. Жекелеген тұлғалардың ұйымдасқан және тұрақты топтары осылайша бірігіп өмір сүрулерінің арқасында қоғам қалыптастырды. 7. Әрбір ұлттық қоғам көптеген кішігірім қауымдастықтардан, әлеуметтік топтардан және «қоғамдардардан» тұрады. 8. Әр адамға қоғам үлкен ықпал жасайды. 9. Жеке тұлға сол қоғамның құрылуы мен дамуында жауапты рөл атқара алады. VI. Answer the questions. 1. How were the first primitive communities formed? 2. What makes up a society? 6

3. What do we mean when we talk of «Western Society»? 4. Who do social groups consist of? 5. What is the relationship between the individual and society like? TEXT 2 I. Skim the text and choose what it is about. – how to make people’s behavior fair – why we have to compromise – how to compromise in unfair situations – why we have rules in our communities LIVING BY THE RULES Almost every community in the real world has some form of rules and some way or enforcing them. A community is a group of people who are united by a number of factors, including geography, language, and values that dictate acceptable behavior. So why do we have rules, and what makes people follow them? Studies have suggested that the reason we don’t like cheating and rule-breaking is because fairness is programmed into our brains. A fair situation makes our brains respond in ways that lead to feelings of comfort and even happiness, but unfairness causes our brains to respond with negative feelings such as anger and pain. Our sense of fairness depends on the influences in our culture, the immediate situation we are in, and our own self-interest. A feeling of fairness means different, often conflicting, points of view. Regardless of the disagreement, people almost always need to compromise. But it can be difficult to arrive at a compromise when there are conflicting interests. This is why communities have rules that everyone must follow. Social controls are an important factor in setting and following rules. They influence the way we behave, and can be internal or external. Internal controls come from within and based on our values and fears. External controls include rewards and punishments. They do not come from within but implemented by an authority- this could be the 7

national or local government, the police, a manager, a teacher or parents, depending on the situation. Rewards, such as job promotion, awards, and praise, are designed to encourage people to behave and act in the interest of the whole community. Punishments, as public embarrassment, fines, and even imprisonment can prevent people from acting against community’s best interests, regardless of their values. People need their communities to function smoothly. Because of this, humans most often behave in orderly, fair, and predictable ways. If there were no rules, the majority of people would probably continue to interact positively. However, there would always be a minority who would not, with serious consequences. This is why a society without rules is unlikely to become a reality any time soon- at least not in the real world. II. Complete these sentences about the text. 1. A community is a group of people who are … by several factors. 2. When a situation is unfair, our brains respond with … Feelings such as… and …. 3. Social … are important in setting and following rules. 4. Internal controls are determined by our … and …. 5. External controls include … and …. 6. If we didn’t have social controls, our communities would not … smoothly TEXT 3 I. Render the text into Kazakh. AMISH FOLK The AMISH are called «Plain People» because their clothes are so simple and undecorated. The Amish began coming from Switzerland and Germany into Pennsylvania near the beginning of the 1700’s. They came seeking freedom to worship as they pleased, and to preserve their own ways of life. Many of them are still living much as their forefathers did 250 years ago. 8

The Amish do not have telephones in their homes. «Electricity is not in the Bible», they say; though they will use those in other people’s homes, or public ones, in emergencies. Cars and tractors have also long been resisted by the conservative Amish. They say «A tractor gets the work done more quickly, but horses and the love of hard work keep us nearer to God». It is customary among the Amish to intermarry to keep the sect together. Weddings take place in November, when there is less work on the farms. Barn-raising is another old Amish custom. When a farmer’s barn burns or becomes too small or old, all his neighbours help him build a new one. A hundred men or more turn up. They can build a barn in a day. In the barnyard are usually three cows. «They give us enough milk for our family, and enough left over to make cheese.» The families are almost self-sufficient. They raise pigs, kill them, smoke some of the meat, and sell the rest or trade it with neighbours. They also grow their own vegetables. Unless it is absolutely necessary, many Amish folk will not obey the laws that violate their beliefs. Many refuse to pay for Social Security, saying they can take care of themselves – they do not need the State. The Amish prefer to teach their children at home. They say: «The training our children get at home is training for the lives they will lead. When we give them gifts, we give housework things to the girls, and tools, harness and so on to the boys». Keeping the sect together is still uppermost in the minds of the Amish folk. Nevertheless their numbers have increased since 1900 from 10,000 to almost 50,000 today. (Abridged from «Northern Indiana Amish Country») II. Use the following words and word combinations in the sentences of your own to describe the way of life of the Amish people. Plain, to worship, forefathers, in emergency, customary, neighbours, self-sufficient, to raise, to violate, to take care, to trade. III. Ask 4 types of questions about the text.

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UNIT II SOCIAL PEDAGOGY TEXT 1 VOCABULARY education (n) – білім upbringing (n) – тәрбие responsibility (n) – жауапкершілік society (n) – қоғам reflect (v) – көрсету relationship (n) қарым-қатынас, байланыс concern (n) – қамқорлық share (n) – үлес reflect (v) – көрсету social welfare – әлеуметтік қамтамасыз ету disadvantage (n) – кемшіліктер achieve (v) – мақсатқа жету improve (v) – жетілдіру develop (v) – даму concept (n) – түсінік strengthen (v) – күшейту support (v) – қолдау prevent (v) – болдырмау empower (v) – мүмкіндіктерін кеңейту I. Read the text. SOCIAL PEDAGOGY Social Pedagogy is an academic discipline concerned with the theory and practice of holistic education and care. The term 'pedagogy' originates from the Greek pais (child) and agein (to bring up, or lead), with the prefix 'social' emphasizing that upbringing is not only the responsibility of parents but a shared responsibility of society. As a result, social pedagogy is a 'function of society' – it 10

reflects how a given society at a given time thinks about education and upbringing, about the relationship between the individual and society, and about social welfare for its marginalized members. Consequently, social pedagogues work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, or social work. In the past 3 main methods were defined: 1. Individual case work – with the aim to improve/develop individual life circumstances, 2. Social group work – with the aim of developing social competences, 3. Community intervention work – with the aim to develop social demographic structures. After 1970 a lot of different methods derived from those three. In practice a mono-methodical approach can be barely found; approaches/ concepts of action predominate which include more than the three classic methods. Social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality. It is underpinned by a fundamental concept of children, young people and adults as equal human beings with rich and extraordinary potential and considers them competent, resourceful and active agents. Overall, social pedagogy aims to achieve: – Holistic education – education of head (cognitive knowledge), heart (emotional and spiritual learning), and hands (practical and physical skills); – Holistic well-being – strengthening health-sustaining factors and providing support for people to enjoy a long-lasting feeling of happiness; – To enable children, young people as well as adults to empower themselves and be self-responsible persons who take responsibility for their society; – To promote human welfare and prevent or ease social problems. 11

II. Match the words with their definitions. 1. adult (n) 2. improve (v) 3. welfare (n) 4. derive (v) 5. life circumstances (n) 6. disadvantage (n) a) 1. the health and happiness of people. 2. care provided by the state or another organization for people in need b) someone who is no longer a child and is legally responsible for their actions c) something that makes someone or something less effective, successful, or attractive, advantages and disadvantages (= good and bad features of something). d) to make something better e) your circumstances are the conditions in which you live f) to receive or obtain something from something III. Complete the sentences using the words below. Right, invest, get, aim, access, aim. 1. The Prime Minister said that his government will continue to ... in education. An extra £100 million will be spent next year on school buildings. 2. By law all children in the country have the ... to a free education. 3. One ... of education must be to teach children to think for themselves. 4. ... to higher education has improved, with more students now at university. 5. Parents must make sure that their children ... a proper education. IV. Translate into Kazakh: Humanistic values, human dignity, mutual respect, trust, unconditional appreciation, equality, strengthening health-sustaining factors, providing support for people to enjoy a long-lasting feeling 12

of happiness, a shared responsibility of society, to improve/develop individual life circumstances. V. Order the words to make sentences. 1. is, shared, society, a, upbringing, of, responsibility. 2. social, reflects, the relationship, and, between the individual, pedagogy, society. 3. three, a, lot, different, of, methods, from, those, derived. 4. social, aims, human, welfare, prevent, ease, social, promote, problems, pedagogy, and, or, to. VI. Translate into English. 1. Әлеуметтік педагогика – тұтас білім беру мен көмек көрсетудің теориясы және практикасы туралы академиялық пән. 2. Тәрбие беру – тек ата-ананың жауапкершілігі ғана емес, сонымен қатар қоғамның да ортақ жауапкершілігі. 3. Әлеуметтік педагогика қоғамның белгілі бір кезеңде білім беру мен тәрбие беру, адам мен қоғам арасындағы қарым-қатынас туралы ойларын бейнелейді. 4. Әлеуметтік педагогтер әлеуметтік жағдайлары төмен ересек топтармен және жасы ұлғайған адамдармен жұмыс істейді. 5. Әлеуметтік педагогика адами құндылықтарға, әсіресе ар-намыс, екіжақты сыйластық, сенім, шартсыз бағалау және теңдікке негізделген. 6. Әлеуметтік педагогика балаларды, жастарды, сонымен қатар ересектерді қоғам жауапкершілігін мойнына жүктеген, өз-өзіне жауапты тұлға болуға атсалысуды көздейді. 7. Әлеуметтік педагогиканың мақсаты адамның әл-ауқатын жақсарту және әлеуметтік мәселелердің алдын алу немесе жеңілдету болып табылады. VI. Answer the questions. 1. What does the social pedagogy reflect? 2. What disciplines is the social pedagogy connected with? 3. What are three main methods of social pedagogy? 4. What are the aims of social pedagogy?

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TEXT 2 I. Complete the text with the sentences below. A – By encouraging looked-after young people to take what might seem small steps – such as developing a routine to get out of bed and go to school – the social pedagogue can help them to make great strides in terms of developing life skills. B – Chris Hoddy of the UK charity Break, which employs five social pedagogues, recently visited Germany to see the practice at work in the residential sector. C – Social pedagogues are well established in continental Europe and are often trained to graduate level D – Central to the approach is the idea that children are seen as competent and active people in their own right. SOCIAL PEDAGOGY IN PRACTICE What is pedagogy? Pedagogy is a system of theory, practice and training that supports the development of the whole child, and looks at all aspects of their life skills. _____1_____ What do pedagogues do? Most children’s professionals will have heard of social pedagogy and have an idea of how it works. Some may have even worked with overseas’ trained social workers who have practiced as social pedagogues. But it is useful to understand what the role actually entails. _____2_____ In Belgium, the term is roughly translated as «walking in the shoes of», reflecting the close and empathetic nature of the social pedagogue’s relationship with the young people they work with. _____3_____In western European countries the social pedagogue tends to take on a parenting role. Tim Loughton, shadow minister for children, witnessed social pedagogy in practice during a visit to Finland and Denmark in 2006. He says the social workers he observed acted as «friends and advocates – someone the young people could rely on, rather than an authority figure». _____4_____He was impressed by the standard of training of staff working in children’s residential care, which, he says, is in stark 14

contrast to the UK, where people can be recruited to the sector with no qualifications or experience. II. Match the words with their definitions. 1. support(v) 2. develop (v) 3. approach (n) 4. establish (v) 5. tend(v) 6. rely(v) a) to trust someone or something to do something for you b) to change or grow as they get older c) to deal with a situation or problem in a particular way d) to achieve success e) to help someone and be kind to them when they are having a difficult time f) to usually do a particular thing TEXT 3 I.

Render the text into Kazakh.

HISTORIC DEVELOPMENT Although pedagogy varies across European countries, there are similar roots that have developed into differing strands of contemporary thinking in pedagogy. Hämäläinen explains that «historically, social pedagogy is based on the belief that you can decisively influence social circumstances through education» – and importantly, education is seen as a lifelong learning process that does not only refer to children but includes educating adults, for instance in order to change their idea of children. While philosophers of Classical antiquity like Plato and Aristotle discussed how education could contribute to social development, social pedagogy in theory and practice only emerged through the influence of modern thinking in the Renaissance, the Reformation 15

and later during the Enlightenment, when children started to come into the picture of social philosophy. Jean-Jacques Rousseau A major impetus for the current understanding of pedagogy was the educational philosophy of the Swiss social thinker Jean-Jacques Rousseau (1712–1778). Concerned with the decay of society, he developed his theories based on his belief that human beings were inherently good as they were closest to nature when born, but society and its institutions corrupted them and denaturalized them. Consequently, bringing up children in harmony with nature and its laws so as to preserve the good was central for Rousseau’s pedagogic theory. Rousseau innovatively «argued that the momentum for learning was provided by the growth of the person (nature) – and that what the educator needed to do was to facilitate opportunities for learning». Johann Heinrich Pestalozzi Rousseau’s educational philosophy inspired ensuing pedagogues, notably Johann Heinrich Pestalozzi (1746–1827), who refined Rousseau’s thoughts by developing a method of holistic education, which addressed head, heart, and hands. These three elements are inseparable from each other in Pestalozzi’s method and need to be kept in harmony. «Nature forms the child as an indivisible whole, as a vital organic unity with many sided moral, mental, and physical capacities. Each of these capacities is developed through and by means of the others,» Pestalozzi stated. II. Ask 4 types of questions about the text.

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UNIT III RELIGION TEXT 1 VOCABULARY religion (n) – дін will (n) – қалау God (n) – құдай follower (n) – белгілі бір дін ұстанушысы believe (v) – сену prophet (n) – пайғамбар mankind (n) – адамзат respect (n) – құрметтеу, сыйлау purpose (n) – мақсат holy (adj) – киелі obligation (n) – міндет responsible (adj) – жауапты profession (n) – дін қабылдау pray (v) – дұға оқу, сыйыну pilgrimage (n) – қажылық faith (n) – сенім alms (n) – садақа charity (n) – қайырымдылық tax(n) – салық poor (adj) – кедей needy (adj) – көмекке мұқтаж адам fast (v) – ауыз бекіту I. Read the text. ISLAM AT A GLANCE The word Islam means 'submission to the will of God'. Islam is the second largest religion in the world. Islam was revealed over 1400 years ago in Mecca, Arabia. 17

Followers of Islam are called Muslims. Muslims believe that there is only One God and the Arabic word for God is Allah. According to Muslims, God sent a number of prophets to mankind to teach them how to live according to His law. Jesus, Moses and Abraham are respected as prophets of God. They believe that the final Prophet was Muhammad. Muslims believe that Islam has always existed, but for practical purposes, date their religion from the time of the migration of Muhammad. Muslims base their laws on their holy book the Qur'an, and the Sunnah. The Five Pillars of Islam are the five obligations that every Muslim must satisfy in order to live a good and responsible life according to Islam. The Five Pillars consist of: • Shahadah: sincerely reciting the Muslim profession of faith • Salat: performing ritual prayers in the proper way five times each day • Zakat: paying an alms (or charity) tax to benefit the poor and the needy • Sawm: fasting during the month of Ramadan • Hajj: pilgrimage to Mecca Carrying out these obligations provides the framework of a Muslim's life, and weaves their everyday activities and their beliefs into a single cloth of religious devotion. No matter how sincerely a person may believe, Islam regards it as pointless to live life without putting that faith into action and practice. Carrying out the Five Pillars demonstrates that the Muslim is putting their faith first, and not just trying to fit it in around their secular lives. (http://www.bbc.co.uk/religion) II. Complete the sentences with proper words. 1. ... of Islam are called Muslims. 2. Muslims ... that there is only One God. 3. The Arabic word for ... is Allah. 4. They believe that the final ... was Muhammad. 5. Muslims base their laws on their ... book the Qur'an. 18

III. Match the words with their definitions. 1. faith 2. Islam 3. religion 4. sacred 5. worship a) take part in a religious ceremony b) a collection of beliefs and cultural systems that establish that relate humanity to spirituality c) confidence or trust in a person or thing that is not based on proof d) dedicated as holy; set apart as pertaining to deity e) a religion practiced by Muslims IV. Translate into Kazakh: Ramadan is the ninth month of the Islamic calendar, when Muslims fast during daylight hours. There are several reasons why Ramadan is considered important: 1. the Qur'an was first revealed during this month, 2. the gates of Heaven are open and 3. the gates of Hell are closed and the devils are chained up in Hell. V. Write few sentences with the following words: Mosque, worship, pray, mihrab, minaret. VI. Check how well you remember the basic text? 1. What does the word «Islam» mean? 2. What do The Five Pillars consist of? 3. Describe the mosque. TEXT 2 I. Skim Islamic art. Then match the headings with the paragraphs. a. Islamic arts and crafts b. The essentials of Islamic art c. Meaning and beauty 19

d. Introduction to Islamic art e. Geometry ISLAMIC ART 1.____________________ Islamic art is often vibrant and distinctive. Unlike Christian art, Islamic art isn't restricted to religious work, but includes all the artistic traditions in Muslim culture. Its strong aesthetic appeal transcends time and space, as well as differences in language and culture. This is because of common features in all Islamic art which give it a remarkable coherence, regardless of the country or the time in which it was created. There are, however, strong regional characteristics, and influences from other cultures are also visible. 2.____________________  Includes all Muslim art, not just explicitly religious art  Islamic art seeks to portray the meaning and essence of things, rather than just their physical form  Crafts and decorative arts are regarded as having full art status  Painting and sculpture are not thought of as the noblest forms of art  Calligraphy is a major art-form  Writing has high status in Islam  Writing is a significant decoration for objects and buildings  Books are a major art-form  Geometry and patterns are important  People do not appear in specifically religious art 3.____________________ Art is the mirror of a culture and its world view. The art of the Islamic world reflects its cultural values reveals the way Muslims view the spiritual realm and the universe. For the Muslim, reality begins with and centers on Allah. Allah is at the heart of worship and aspirations for Muslims, and is the focus of their lives. So Islamic art focuses on the spiritual representation of objects and beings, and not their physical qualities. The Muslim artist does not attempt to replicate nature as it is, but tries to convey what it represents. This lets the artist, and those who experience the art, get closer to Allah. 20

For Muslims, beauty has always been and will always be a quality of the divine. There is a hadith of the Prophet Muhammad that says: «Allah is beautiful and he loves beauty». 4.____________________ A common feature of Islamic art is the covering of surfaces covered with geometric patterns. This use of geometry is thought to reflect the language of the universe and help the believer to reflect on life and the greatness of creation. So how is geometry seen to be spiritual?  Because circles have no end they are infinite - and so they remind Muslims that Allah is infinite.  Complex geometric designs create the impression of unending repetition, and this also helps a person get an idea of the infinite nature of Allah.  The repeating patterns also demonstrate that in the small you can find the infinite ... a single element of the pattern implies the infinite total. The use of patterns is part of the way that Islamic art represents nature and objects by their spiritual qualities, not their physical and material qualities. The repeated geometric patterns often make use of plant motifs, and these are called arabesques. Stylised arabic lettering is also common. 5.____________________ The integration of arts and crafts into everyday life was very much the norm in the traditional Islamic world. The idea is that as Islam is integral to every part of a Muslim's life and makes it beautiful, so Islamic art should be used to make the things of everyday life beautiful. The emphasis in Islamic art is on ornamentation rather than on art for art's sake. An example is this lajvardine bowl, from 13th century Iran, decorated in gold and cobalt blue (lajvard is Persian for cobalt). II. Ask 6 questions about the text. III. Translate into Kazakh: A study of medieval Islamic art has shown some of its geometric patterns use principles established centuries later by modern 21

mathematicians. Researchers in the US have found 15th Century examples that use the concept of quasicrystalline geometry. This indicates intuitive understanding of complex mathematical formulae, even if the artisans had not worked out the underlying theory, the study says. The discovery is published in the journal Science. The research shows an important breakthrough had occurred in Islamic mathematics and design by 1200. Islamic art traditionally uses a mixture of calligraphy, geometric and floral designs because of a prohibition on the portrayal of the human form. TEXT 3 I. Do the pre-reading tasks. a) Read the information about famous monuments. b) Find the reasons that make these monuments vital for Muslims. c) Point out the main facts that these monuments are worth visiting. II. Discuss with your group mates. 1. Have you ever heard about these monuments? 2. Did you find any of these sites interesting to see alive? 3. Wasn’t it a surprise that all these are considered to be Islamic monuments? III. Render the text. MONUMENTS OF THE ISLAMIC WORLD. From the early eighth century through at least the end of the 15th century, Muslim rulers controlled territory stretching from presentday Spain in the west to India in the east, and from present-day Turkey in the north to sub-Saharan Africa in the south. Throughout this vast area, Muslims built many imposing monuments, buildings that commemorate a person or event or are significant to a group as a way to remember their shared history. Ka'aba 22

The most religiously significant Islamic monument is the Ka'aba in Mecca, to which Muslims must make a pilgrimage if they are able. According to tradition, Abraham built the current shrine, which remains a restricted area that only Muslims may enter. Today Saudi Arabia administers the Ka'aba and its surrounding buildings. Great Mosque Spain's first Islamic ruler, Abd al-Rahman I, completed the Great Mosque in Cordoba in 786. It remained a potent reminder of his dynasty's political and engineering prowess for nearly 500 years. Today, the mosque is a church, with a Gothic cathedral integrated (somewhat awkwardly) into the original structure. The mosque's design shares features of the prestigious Mosque of the Prophet in Medina, suggesting that Abd alRahman (who fled to Spain after his family's massacre) wanted to demonstrate his dynasty's religious authority as well. Taj Mahal Perhaps the most famous Islamic monument of all is the Taj Mahal in Agra, India. Shah Jahan built this magnificent structure in memory of his wife, Mumtaz, who died in childbirth. He employed architects and craftsmen from all over the Muslim world in its construction, a process that took 22 years. The Taj Mahal's white marble domes and spires are distinctive and beautiful, making it one of the most recognizable buildings in the world (В.Н. Хисамова И.Г. Ахметзянов А.К. Гараева А.А. Шипилина «Английский язык для религиоведов»). IV. Speaking. Make a search for more information about one of these famous monuments in Islamic world and prepare a presentation to present in class. V. Quick Review. a) Ask each other the words from the previous layout. b) Can you say a few words about Islamic sights?

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TEXT 4 I. Read the text. THE QUR'AN The Qur'an is the holy book for Muslims, revealed in stages to the Prophet Muhammad over 23 years.Qur'anic revelations are regarded by Muslims as the sacred word of God, intended to correct any errors in previous holy books such as the Old and New Testaments. The Qur'an was revealed to the Prophet Muhammad by God in Arabic. Some Qur'anic fragments have been dated as far back as the eighth, and possibly even the seventh, century. The oldest existing copy of the full text is from the ninth century. Although early variants of the Qur'an are known to have existed, Muslims believe that the text we have today was established shortly after the death of the Prophet by the Caliph Uthman. There are 114 chapters in the Qur'an, which is written in the old Arabic dialect. All the chapters except one begin with the sentence Bismillahirrahmanirraheem, 'In the name of Allah the most merciful and the most kind'. This is the thought with which Muslims should start every action. The longest chapter of the Qur'an is Surah Baqarah (The Cow) with 286 verses and the shortest is Surah AlKawther (abundance) which has 3 verses. The arrangement of surahs does not correspond to the chronological order in which they were revealed. The Qur'an is sometimes divided into 30 roughly equal parts, known as juz'. These divisions make it easier for Muslims to read the Qur'an during the course of a month and many will read one juz' each day, particularly during the month of Ramadan. Translations of the Qur'an exist in over 40 languages but Muslims are still taught to learn and recite it in Arabic, even if this is not their native language and they cannot converse in it. Translations are regarded by Muslims as new versions of the holy book, rather than as translations in the conventional sense. At the time of the revelation of the Qur'an, books were not readily available and so it was common for people to learn it by heart. Committing the Qur'an to memory acted as a great aid for its preservation and any person who is able to accomplish this is known 24

as a hafiz. The Qur'an is treated with immense respect by Muslims because it is the sacred word of God. While the Qur'an is recited aloud, Muslims should behave with reverence and refrain from speaking, eating or drinking, or making distracting noise. (http://www.bbc.co.uk/religion) II. Render the text into Kazakh. III. Ask 4 types of questions about the text. CONVERSATION QUESTIONS 1. Is religion important in your country? 2. What is the main religion in your country? 3. Do you think religion helps people to live better lives? 4. Do you think most of the time people choose their own religion or do people’s parents choose it? 5. Do you think that religion in general has had a positive or negative effect on the world? 6. What do you think the world would be like without religion? 7. What are the advantages and disadvantages of religion? 8. With all the religions in the world, how do we know which one is the right one? 9. If religion is all about love and peace, why are many of the world’s conflicts and wars caused by religion? 10. How does religion give people hope? 11. Do you think there’ll ever be a single world religion? 12. How did religions start? 13. Do you think it is possible for someone to be religious without belonging to any official religion? 14. What can be done to prevent religious extremism? 15. Do you think that religious people are generally happier than non-religious people? 16. In what areas does religion have an impact in your country? 17. Can science and religion agree? 18. When can ‘freedom of religious expression’ become a problem? 25

UNIT IV POLITICAL SCIENCE VOCABULARY politics (n) – саясат power (n) – күш, қуат, билік establish (v) – негізін қалау intimate (adj) – тығыз қарым-қатынас rule (n) – ереже, билеу ruling group(n) – билейтін топ serve (v) a service (n) – қызмет көрсету, қызмет case (n) – іс, жағдай overwhelm (v) – асыра пайдалану, жою, қыру authority (n) – лауазымды адам, билік involve (v) – іске араластыру, қатыстыру govern (v) – басқару purpose (n) – мақсат take form (v) – нысанды қабылдау typically (adv) – әдеттегідей large-scale (adj) – кең өлшемді destiny (n) – тағдыр representative (adj) – өкілді identify (n) – нақтылау TEXT 1 I. Read the text. GOVERNMENT AND POLITICS. A political system is a cultural universal and a social institution formed in every society. Each society must have a political system because politics is deciding who gets what, when and how. Power is at the heart of a political system, for it is defined as the ability to exercise one's will ever others. Power relations can involve large organizations, small groups, or even people in an intimate association. 26

Each society establishes a political system by which it is governed. In modern industrial societies there are five basic types of government: monarchy, oligarchy, dictatorship, totalitarianism and democracy. A monarchy is a form of government headed by a single member of a royal family, usually a king, or a queen. At present, monarchs hold true governmental power in only a few nations, such as Monaco. Most monarchs have little practical power and primarily serve ceremonial purposes. An oligarchy is a form of government in which a few individuals rule. Today, it usually takes the form either of military rule, like in the developing nations of Africa, Asia and Latin America, or of a ruling group as is the case with the Communist Parties of some countries in Europe and Asia, the Soviet Union including. A dictatorship is a government in which one person has nearly total power to make and enforce laws. Typically, dictators seize power by force and are usually bitterly hated by the population over whom they rule with an iron hand. Frequently, dictatorships develop such overwhelming control over people's lives that they are called totalitarian. Totalitarianism involves complete governmental control over all aspects of social and political life in a society. Both Nazi Germany under Hitler and the Soviet Union after the October Revolution are classified as totalitarian states. Political scientists have identified six basic characteristics of a totalitarian state: 1. Large-scale use of ideology. 2. One-party system. 3. Control of weapons. 4. Terror. 5. Control of the media. 6. Control of the economy. Through such methods totalitarian governments have complete control over people's destinies. In a literal sense, democracy means government by the people. The word «democracy» is originated in two Greek roots – «demos», meaning «the common people», and «kratia», meaning «rule». Of course, it would be impossible for all the people of a country to vote on every important issue that comes about. Consequently, democracies are generally maintained through a mode of participation known as representative democracy, in which certain individuals are selected to speak for the people. 27

II. Match the words with their definitions: 1. political 2. policy 3. politics 4. politician a) a set of plans or actions that are agreed on by a government, political party or other organization b) interested or involved in politics c) someone who has a job in politics d) the idea and activities that are involved in getting power in an area of governing it III. Find the word that is different. 1. monarchy – an oligarchy – a dictatorship – authority – democracy 2. a prince – a monarch – a queen – a king – a prime-minister 3. shoot – murder – kill – execute – assassinate – imprison IV. Give adjectives to the following words: 1. power (n) 2. force (n) 3. policy (n) 4. democracy (n) 5. totalitarianism (n) 6. dictatorship (n) 7. sociology (n) 8. president (n) V. Answer the following questions: 1. What is deciding who gets what, when and how? 2. How many basic types of government are there in modern industrial societies? 3. What is the difference between monarchy and oligarchy? 4. What are the main characteristics of the dictatorship? 5. How do scientists identify a totalitarian state? 6. What does a representative democracy mean? 28

TEXT 2 I. Read the text. Globalization: Uniting People or Destroying the Planet? It's not at all easy to write about something you've never actually seen or even imagined. But still, my ideas of globalization are as follows: it's bad culturally, economically and ecologically. The economical issue is not my favorite subject, but I've heard many times, that globalization is only good for the so-called developed countries and is likely to harm the interests of the countries like Kazakhstan, which won't be able to survive in the situation of worldwide competition. The ecological issue is clear here: the territories that are not to be touched now, because their inhabitants belong to some small rare ethnic groups, will become part of international property and therefore probably destroyed. The cultural issue is of the biggest interest to me and to the rest of the world. Even omitting the fact that the previously mentioned small ethnic groups will most likely die out, we cannot overlook the general resistance of the world to being united and unified. The perfect example here is that of the English language. The wider it is spread on the Earth's surface, the more variants it is modified into. So, my idea is this: if we cannot keep nations that speak one and the same language from altering that language to the point where there can easily arise a misunderstanding between an American and a British speaker, how can there be any hope that a Brazilian and a Dutchman will ever become people of one nation? My final conclusion is that globalization is impossible so far. With all the harm and chaos it will bring into the economical, ecological and cultural spheres of human lives, and with all the resentment it arouses in people, it will take centuries to unite the world. Sylvie Crosswalk KZ Today II. Find the English equivalents of the following words in the text: Зиян келтіру, жаһандандыру, сирек этникалық топтар, жеке меншік, жіберу, құрып кету, қарсылық, қарсыласу, бірыңғайлау, 29

өзгеру, аңғару, түсіну, ұғу, ұғыну, аласапыран, бейберекеттік, ая, сала, наразылық сезім. III. Find the definitions and memorize them: Issue, rare, property, resistance, chaos, resentment. IV. Answer the following questions: 1. What is the main idea of the article? 2. What has the author heard about the globalization? 3. What does the author think about the future of small ethnic groups? 4. Can people overlook the general resistance of the world to being united and unified? 5. Does the author believe that people from different countries will become one nation? 6. Does it bring harm and chaos? Why? V. Work in small groups and discuss the problem of globalization. TEXT 3 I. Read the text. IS THERE A DEFINITION OF TERRORISM? Even though most people can recognize terrorism when they see it, experts have had difficulty coming up with an ironclad definition. The State Department defines terrorism as «premeditated, politically motivated violence perpetrated against noncombatant targets by subnational groups or clandestine agents, usually intended to influence an audience». In another useful attempt to produce a definition, Paul Pillar, a former deputy chief of the CIA's Counterterrorist Center, argues that there are four key elements of terrorism: It is premeditated – planned in advance, rather than an impulsive act of rage. 30

It is political – not criminal, like the violence that groups such as the mafia use to get money, but designed to change the existing political order. It is aimed at civilians – not at military targets or combat-ready troops. It is carried out by subnational groups not by the army of a country. Where does the word «terrorism» come from? It was coined during France's Reign of Terror in 1 793–94. Originally, the leaders of this systematized attempt to weed out «traitors» among the revolutionary ranks praised terror as the best way to defend liberty, but as the French Revolution soured, the word soon took on grim echoes of state violence and guillotines. Today, most terrorists dislike the label, according to Bruce Hoffman of the RAND think tank. Is terrorism a new phenomenon? No. The oldest terrorists were holy warriors who killed civilians. For instance, in first-century Palestine, Jewish Zealots would publicly slit the throats of Romans and their collaborators; in seventh-century India, the Thuggee cult would ritually strangle passersby as sacrifices to the Hindu deity Kali; and in the eleventhcentury Middle East, the Shiite sect known as the Assassins would eat hashish before murdering civilian foes. Historians can trace recognizably modern forms of terrorism back to such late-nineteenthcentury organizations as Narodnaya Volya («People's Will»), an antitsarist group in Russia. One particularly successful early case of terrorism was the 1914 assassination of Austrian Archduke Franz Ferdinand by a Serb extremist, an event that helped trigger World War I. Even more familiar forms of terrorism often custom-made for TV cameras – first appeared on July 22, 1968, when the Popular Front for the Liberation of Palestine undertook the first terrorist hijacking of a commercial airplane. Is terrorism aimed at an audience? Usually, yes. Terrorist acts are often deliberately spectacular, designed to rattle and influence a wide audience, beyond the victims of the violence itself. The point is to use the psychological impact of violence or of the threat of violence to effect political change. As the terrorism expert Brian Jenkins bluntly put it in 1974, «Terrorism is theatre». 31

II. Answer the questions: 1. Is terrorism just brutal, unthinking violence? 2. Does it take the form of bombing, shooting, hijacking or assassinations? 3. Is it a deliberate use of violence against civilians for political or religious ends? 4. Is there a definition of terrorism? 5. What is terrorism? 6. What are some key elements of terrorism? 7. Where does the term «terrorism» come from? 8. Is terrorism a new phenomenon? 9. Is it aimed at an audience? Why? 10. Do you think it is irrational to recruit young people to commit suicide for a cause? 11. What role should people of good will take in the current crisis? II. Find the word that is different. 1. violence – brutality – justice – cruelty – fierceness 2. victim – martyr – wickedness – sufferer – sacrifice 3. terrible – outrageous – vicious – terrific – audacious – essential TEXT 4 I. Read the text. WHAT IS POLITICAL SCIENCE? Political Science is the systematic analysis of government, its processes, forms of organization, institutions, and purposes. It is the oldest social science and has many points of contact with history, law, economics, and philosophy. In its birthplace, ancient Greece, political science began as a discipline operating with essentially philosophical concepts and methods of analysis, inquiring primarily into problems of value like justice, and examining how the state ought to be organized for the attainment ot the good life. In more 32

modern times, the historical approach to the study of politics has yielded significant results. In continental Europe and Latin America, the juridical method in political science has been the predominant, although by no means the exclusive, one. With that method, notable contributions have been made to public, constitutional, and administrative law, whereas the actual operation of political institutions has received relatively less attention. In the English-speaking countries, on the other hand, and also in China and India, political science has been concerned with the realistic examination of political processes and institutions rather than with legal problems or formal structures of government. More recently, attempts have been made to apply psychological methods and concepts to determining the motivations behind individual and social behavior in politics. Quantitative and statistical methods have been employed, with varying degrees of success, to public-opinion polls, election studies, and population problems. Sociological and anthropological research has also been utilized to broaden the scope of political science. No method can claim exclusive validity. The nature of the subject matter to be examined determines which method or methods will be most fruitful. While the Greeks only partly succeeded, particularly in Athens, in building a political system based on consent (apart from slaves who were considered incapable of active citizenship), their speculative genius was the first in human history to apply systematic reasoning and critical inquiry to political ideas and institutions. The Greeks were not the first to think about the problem of a wellordered society. But pre-Greek political thought had been a mixture of legend, myth, theology, and allegory, with an element of independent reasoning as a means to a higher end, usually to be found in the tenets of a nonrational or supernatural system, such as religion. The contribution of Jewish civilization to the political heritage of the world has been immense: the idea of the brotherhood of man, of «one world,» is deeply rooted in the Jewish conception of monotheism as transmitted through the Bible. By contrast, polytheism made it difficult for the Greeks to see the basic oneness of mankind, and their religious pluralism contributed to their continued disunity among themselves. From a social viewpoint, the 33

Bible was opposed to slavery on principle (a unique phenomenon in antiquity), established the revolutionary institution of a weekly day of rest (still unknown in some parts of the earth), and contains a mass of protective rules in favor of workers, debtors, women and children. The concept of the «covenant» (first appearing in the agreement between God and Abraham) is a recurrent theme of the Bible, whenever momentous decisions are to be made, and becomes an inspiration again centuries later when the Puritans attempt to build a new religious and civil society, or, later still, when President Wilson, a profoundly believing Presbyterian, names the constitution of the League of Nations a «Covenant.» Imperishable as these Jewish contributions to Western civilization have been, and as much as the political conceptions of the modern world go back to the Bible, they were never, nor were they meant to be, political science. They were political and social ethics rather than science, and as such constitute one of the three main sources which have gone into the making of the Western world and given it its distinctive character, the other two being the Christian principle of love and the Greek principle of rationalism. II. Render the text into Kazakh. III. Ask 4 types of questions about the text.

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UNIT 5 SOCIAL WORK TEXT 1 VOCABULARY adjustment (n) – бейімделушілік allowance (n) – жәрдемақы amenities (n) – игілік appropriate (adj) – лайықты benefit (n) – пайда, тиімділік сapacity (n) – қабілеттілік charity (n) – қайырымдылық contribute (v) – қайырымдылық көрсету despise (v) – ұнатпау disablement (adj) – жарамсыз eliminate (v) – жою emergency (n) – күтпеген, ойда болмаған enhance (v) – арттыру, зорайту extensively (adv) – кеңінен guidance (n) – нұсқау impairment (n) – нашарлау, төмендеу insurance (n) – сақтандыру preventive (adj) – ескертілген restore (v) – қалпына келтіру retire (v) – зейнетке шығу relevant (adj) – мағыналы, маңызды, мәнді rural (adj) – ауылдық slump (adv) – құлдырау social (adj) – әлеуметтік sparsely (adj) – сирек, аз tangible (adj) – заттық, материялық taxation (n) – салық treatment (n) – ем vary (v) – өзгерту wage (n) – жалақы welfare (n) – аман-есендік, ауқаттылық 35

TEXT 1 I. Read the text. What is Social Work? Social work is a helping profession; the main goal of social work is to improve a society’s overall well-being, especially for the most vulnerable populations. Social work practice is also strengths-based. Social workers help people or groups identify their problems, determine their skills and capacities, what they are doing well, and how that was accomplished, and then analyze ways that those strengths might be applied to the identified problems. The practice of social work requires knowledge of human development and behavior; of social, economic and cultural institutions and of the interaction of all these factors. There are different specialties within social work, for example: rural social work, occupational social work, school social work, clinical social work, preventive social work, police social work and others. Rural social work is practice oriented to helping people who have unique problems and needs arising out of living in agricultural or sparsely populated areas. School social work is the specialty oriented towards helping students make satisfactory school adjustments. Psychiatric social work or clinical social work is social work in a mental health setting. Occupational social work or industrial social work is the provision of professional human services in the workplace through employer-funded programs. Preventive social work is the professional application of social work theory and methods to the treatment and prevention of psychosocial dysfunction, disability, or impairment, including emotional and mental disorders. The practice of social work requires knowledge of human development and behavior; of social, economic and cultural institutions and of the interaction of all these factors. 36

II. Find the English equivalents of the following words in the text: Әлеуметтік жағдай, әлеуметтік жұмыстың құндылықтары, нақты қызмет, салықтың сирек орналасқан аумағы, мектепке бейімделу, жұмыс берушінің бағдарламаны қаржыландыруы, әлеуметтік жұмыстың теориясы және әдістері, емдеу және алдын алу, психологиялық-әлеуметтік дисфункция, мүгедектік. III. Write few sentences with the following words: Psychiatric social work, industrial social work, illness, pupils, disablement. IV. Complete the sentences using the words below. behavior; communities; clinical social work; occupational social work; rural social work 1. Social workers help individuals, families and …. 2. To do the job professionally social worker should possess knowledge of human development and …. 3.… is oriented to helping people who live in agricultural or sparsely populated areas. 4. Psychiatric social work is also called …. 5. … provides people with the workplaces through employerfunded programs. V. Translate into Kazakh: 1. One of the tasks of social workers is to help communities provide or improve social and health services. 2. Social worker should know not only about human development and behavior, about social, economic and cultural institutions but also about the interaction of all these factors. 3. There are two major specialties within social work: occupational social work and clinical social work. 4. Occupational social work is also called industrial social work. 5. School social work helps students to adapt to school environment. 37

VI. Match the terms with their definitions: 1. Rural social work is … 2. School social work is … 3. Police social work… 4. Preventive social work is … 5. Industrial social work is … 6. Psychiatric social work … 7. Medical social work … a) … social work in a mental health setting. b) … application of social work theory and methods to the treatment and prevention of psychosocial dysfunction. c) … practice oriented to people living in agricultural or sparsely populated areas. d) … the provision of professional human services in the workplace. e) … the specialty oriented towards helping students make satisfactory school adjustments. f) … is social work practice. that occurs in hospitals and other health care settings to facilitate good health and aid physically ill patients and their families to resolve the problems related to the illness. g) … is professional social work practice within police precinct houses, courthouses, and jail settings to provide a variety of social services to victims of crimes, and their families. VII. Answer the following questions: 1. What is social work? 2. What knowledge does the practice of social work require? 3. What specialties within social work do you know? 4. What is about school social work? 5. What do you think about rural social work? VIII. Render the text into Kazakh. IX. Ask questions about the text. X. Retell the text. 38

ТЕКСТ 2 I. Read the text. SOCIAL SERVICES The social services grew extensively in the 20th century. Early in the century in Britain, for example, as well as bringing in the health insurance scheme, the British government introduced pensions for elderly people, insurance payments for people without jobs, and other such benefits. After World War I, the great worldwide industrial slump created new problems, for millions of people were suddenly out of work. During World War II, a new plan for the social services was introduced which led to family allowances (payments to help parents pay for the cost of their children); a national insurance scheme for all; national assistance (now called income support) to replace the old and much despised Poor Law; and a new system of free education for all children. These benefits made Britain into what is known as a welfare state. A welfare state is one in which the government (national and local) organizes services to try to eliminate problems such as poverty, disease, poor housing, and unemployment. Each person is believed to have a right to a certain standard of living which includes, for example, the right to treatment for illness. Other welfare states include the Netherlands, France, the Federal Republic of Germany, the Scandinavian countries, and New Zealand. In the United States, government-funded social and welfare services were introduced somewhat later than in Britain, Europe, and New Zealand. In the 1930s, the years of the great depression, President Franklin D. Roosevelt introduced the New Deal policy to help the 13 million wage earners who had no jobs and the 5 million families living in poverty. Roosevelt believed strongly that if private industries could not provide jobs, then the government should step into help. The 1935 Social Security Act was passed to provide funds to help unemployed workers, and to create old-age pensions for qualified workers retiring after the age of 65. 39

II. Complete the sentences with proper words. Treatment for illness; pensions, poverty; a welfare state; poor housing 1. The British government introduced … for elderly people. 2. A certain standard of living includes, for example, the right to …. 3. These benefits made Britain into what is known as …. 4. The government organizes services to try to eliminate problems such as poverty, disease, … and unemployment. 5. President Franklin D. Roosevelt introduced the New Deal policy to help families living in …. III. Match the words with their definitions. 1. A welfare state is …. 2. The 1935 Social Security Act …. 3. After World War I …. 4. The New Deal policy …. 5. Each person …. a) …. was introduced to help people who had no job. b) … one in which the government organizes services to try to eliminate social problems. c) … has a right to a certain standard of living. d) … the great worldwide industrial slump created new problems. e) … provided funds to help unemployed workers. IV. Translate into English and find the sentences of the following terms. Зейнетақы; әлеуметтік қызмет; ұлттық сақтандыру схемасы; көпбалалы отбасына берілетін төлемақы; нашар тұрғын үй; мәселелерді жою; білікті жұмысшы; емделуге құқығы бар. V. Give the synonyms for the following words and make sentences. unemployed, work, benefit, children’s allowance, medical benefit, social service benefits, unemployment benefit. 40

V. Make sentences with active vocabulary. VI. Answer the following questions. 1. What do you think about the social services in the 20th century? 2. Did the British government introduce pensions for elderly people, insurance payments for people without jobs, and other such benefits early in the 20th century? 3. What benefits made Britain into what is known as a welfare state? 4. What is a welfare state? VIII. Render the text into Kazakh. IX. Ask questions about the text. X. Retell the text. ТЕКСТ 3 FUNDING OF SOCIAL SERVICES I. Read the text. The general principle in most countries which provide social services is that all employed people hand over part of their income to central fund which finances the services anyone might need. An example is the National Insurance Scheme in Britain, under which people pay a certain fixed sum every week out of their wages. Then, if a person is unemployed or too ill to work, he may draw back from the central fund certain benefits. These are weekly cash payments which will cover the most basic needs for the unemployed people and their dependent family. When the persons reach retiring age, they are entitled to draw a pension from the central fund. Another way in which people contribute to a central fund is through taxation. A proportion of tax money is reserved for cash 41

benefits to needy people. Other money is provided by charity organizations. There are many other social services in which help is given not in money but in the form of amenities, or facilities, or personal advice or care. For example, some children, for a variety of reasons, cannot enjoy a normal life in their own homes. They may need to be placed in foster homes or in residential establishments for children, often only for short periods. Special care is also needed by the mentally ill, the severely handicapped, and the old, who can no longer fend for themselves. These services are called «personal» because they offer help in terms of the special needs of certain individuals. The needs of physically handicapped people, for example, vary greatly from one person to the next, and so they have to be assessed individually. Another reason for the title «personal» is that the help is often given by another person. Someone in distress needs advice, guidance, sympathy, understanding, and reassurance. If you can imagine yourself suddenly blinded in an accident, you can understand that you will need a lot more than a weekly payment from the government. You will need advice about education, possible employment, about Braille, and about how to manage your affairs. A person with the skill and understanding to help who works in the appropriate social services department is usually called a social worker. Help in various emergencies is also provided by volunteer charity workers. II. Complete the sentences with proper words. Cash payments, charity organizations, hand over, needy people, a central fund 1. People ... part of their income to those in need. 2. The weekly ... cover the needs for the unemployed people. 3. People contribute to ... is through taxation. 4. A proportion of tax money is reserved for cash benefits to.... 5. Other money is provided by.... III. Find the sentences T(true) and F(false). 1. Help is always given in money. 42

2. Special care is needed by the mentally ill. 3. «Personal» services offer help certain individuals. 4. Blind people need nothing more than a weekly payment. 5. Social workers work in the appropriate social services department IV. Find sentences with active vocabulary. V. Make sentences with active vocabulary. VI. Render the text into Kazakh. VII. Ask questions about the text. VIII. Retell the text. ТЕКСТ 4 I. Read the text. MY SPECIALITY I’m a second year student of Al-Farabi Kazakh National University. I study at the Humanitarian faculty. It trains personnel for working at social services. The course for the social worker lasts 4 years. The students study different subjects: psychology, history of social work, philosophy, foreign languages and others. The term «social work» has some meanings. It is the applied science of helping people achieve any effective level of psychological functioning; any of numerous publicly or privately provided services intended to aid disadvantaged, distressed or vulnerable persons or groups and it is also the profession engaged in rendering such services. There are many different aspects in the profession: medical social work, school social work, police social work and others. As I already have experience of working with people who have mental health problems I have been offered a good job this year. 43

I have joined a highly successful home treatment team, providing early assessment and support for people with acute mental health illness who otherwise would be admitted to hospital. Our team operates 24 hours a day, 365 days a year, so I work flexible hours. After graduating from the university I want to be a family support worker. I want to provide outreach and support for families, especially women and children. A family support worker works closely with families and children to identify their needs. He also provides emotional and practical support to the clients. A family support worker like any other social worker should behave in a calm and understanding manner to enhance communication and understanding within the family. III. Discuss with your group mates. 1. What faculty trains personnel for working at social services? 2. What do you think about the term «social work»? 3. What does a home treatment team provide? 4. What is your opinion about a family support worker? 5. How should a family support worker behave? II. Find sentences with active vocabulary. III. Make sentences with active vocabulary. IV. Prepare an oral statement about your future profession (10-15 sentences). V. Render the text into Kazakh. VI. Ask questions about the text.

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TEXTS FOR SELF-STUDY UNIT I INDIVIDUAL AND SOCIETY RIGHTS AND RESTRAINTS Because completely unrestricted freedom of action would make peaceful human existence impossible, some restraints on freedom of action are necessary and inevitable. Virtually all codes of action recognize that basic limitation. Liberty is in such codes as the right of individuals to act without restraint as long as actions do not interfere with the equivalent right of others. The nature and extent of the restraints to be imposed and the selection of the means of enforcing them have been important problems for philosophers and lawmakers throughout history. Almost all the solutions finally arrived at have recognized the fundamental need for a government, meaning an individual or group of individuals empowered to compose and enforce whatever restraints are deemed necessary. In modern times, great emphasis has also been placed on the need for laws to define the nature and extent of these restraints. The philosophy of anarchism is an exception; it objects to all governments as evil themselves and substitutes an idealized society in which social restraint is achieved through individual observance of high ethical principles. A perfect balance between the right of an individual to act without undue interference and the need of the community to restrain freedom of action has often been projected in theory but has never been achieved. The restraints imposed throughout most of history have been oppressive. History has been described as society’s progress from a state of anarchy, through periods of liberty for every individual under democratic governments; history has thus been shaped by the natural desire of all people to be free. NATION OF DIVERSITY The United States is a country of many ethnic groups. An ethnic group is made up of people who share one or more characteristics 45

which make them different from other groups. They may share specific racial or physical traits, speak their own language or practice a distinctive religion. They are usually bound to one another by common traditions and values, and by their own folklore and music. The Harvard Encyclopedia of American Ethnic Groups lists 106 major groups in the United States today, including Native Americans, Albanians,Afro-Americans, Arabs, Burmese, Chinese, Eskimos, Filipinos, Greeks, Irish,Italians, Jews, Mexicans, Puerto Ricans and Swiss.Most members of ethnic groups long established in the United States have lost much of the distinctiveness of their culture. Third generation Germans, for example, may only speak English and may think of themselves as «plain»Americans. Third generation Chinese, however, often retain their language and many cultural and family traditions. They will usually define themselves as Chinese Americans.Black Americans are only now beginning to overcome the effects of 250 years of slavery.Since the 1950s, Black Americans have been moving into the mainstream of American life. Though a fairly large black middle class has emerged, many blacks continue to exist on the economic margins. The situation of the Native Americans, many of whom must choose between living in reservations or moving outside remains difficult, as well. Racial prejudice and discrimination against the African-Americans, Chinese and Native Americans has often meant that many members of those groups have been forced to live and work in narrow sectors of American life. Recent Hispanic immigrants such as Mexicans and Puerto Ricans, also have encountered discrimination based on their ethnicity. Those ethnic groups which suffer systematic economic or social disadvantages are called minority groups. About one of every five Americans is a member of such a group. In the past, many minority groups overcame the barriers that confronted them. The Irish, the Italians and the Germans, the Catholics and the Jews all faced hostility and discrimination which severely restricted their opportunities for decades. In time they largely overcame these barriers and became fully integrated into national life. There are many signs that today’s minorities are following the 46

same path. For several decades, it has been an official aim of public policy to encourage such an outcome. THE BRITISH PEOPLE AS THEY ARE Great Britain is an island on the outer edge of the European continent, and its geographical situation has produced a certain insular spirit among its inhabitants, who tend, a little more perhaps than other people, to regard their own community as the centre of the world. The insularity produces a certain particularism among the numerous groups of whom the whole community is composed. The British look on foreigners in general with contempt and think that nothing is as well done elsewhere as in their own country. The British people have also been known as superior, snobbish, aloof, hypocritical and unsociable. These characteristics have been noted by people from all over the world, but are they typical of all the Britons? The ordinary Briton was seen to be friendly and sociable. There are indeed two nations, with basically different outlooks and characters, in Britain. The two nations are defined simply as the rich and the poor. The traditional opinion about the British, or the English in earlier centuries, was based on the habits of those Britons who could afford to travel, the diplomats and merchants. English vanity and arrogance grew as England fought off the competition from other European countries and became the world’s leading trading nation, going on to industrialize rapidly. Englishmen tend to be rather conservative, they love familiar things. Theyare hostile, or at least bored, when they hear any suggestion that some modification of their habits, or the introduction of something new and unknown into their lives, might be to their advantage. This conservatism, on a national scale, may be illustrated by reference to the public attitude to the monarchy, an institution which is held in affection and reverence by nearly all English people. Britain is supposed to be the land of law and other. Part of the British sense for law and orderliness is a love of precedent. For an Englishman, the best of all reasons for doing something in a certain way is that it has always been done in that way. The Britons are practical and realistic; they are infatuated with common sense. They are not misled by romantic delusions. 47

The English sense and feeling for privacy is notorious. England is the land of brick fences and stone walls (often with glass embedded along the top), of hedges, of thick draperies at all the windows, and reluctant introductions, but nothing is stable now. English people rarely shake hands except when being introduced to someone for the first time. They hardly ever shake hands with their friends except seeing them after a long interval or saying good-bye before a long journey. Snobbery is not so common in England today as it was at the beginning of the century. It still exists, however, and advertisers know how to use it in order to sell their goods. The advertisers are very clever in their use of snobbery. Motorcar manufactures, for example, advertise the colour of their cars as «Embassy Black» or «Balmoral Stone». Embassy black is plain, ordinary black, but the name suggests diplomats and all the social importance that surrounds them, and this is what the snobs need. The British people are prudent and careful about almost everything. Their lawns are closely cropped, their flower beds primly cultivated, and their trees neatly pruned. Everything is orderly. Drinks are carefully measured, seats in a cinema are carefully assigned (even if the theatre is empty you are required to sit in the seat assigned to you), closing hours are rigorously observed. A tradition that is rooted not only in their own soul, but in the minds of the rest of the world is the devotion of the English to animals. Animals are protected by law. If, for instance, any one leaves a cat to starve in an empty house while he goes for his holiday, he can be sent to prison. There are special dogs’ cemeteries. The Royal Society for the Prevention of Cruelty to Animals was founded half a century before its counterpart for the prevention of cruelty to children. Most people in Britain work a five-day week, from Monday to Friday; schools, colleges and universities are also closed on Saturdays and Sundays. As Friday comes along, as people leave work they say to each other, «Have a nice week-end.» Then on Monday morning they ask, «Did you have a nice week-end?» On Sunday mid-morning most British people indulge in some fairly light activities such as gardening, washing the car, shelling peas or chopping mint for Sunday lunch, or taking the dog for a walk. 48

Another most popular pre-lunch activity consists of a visit to a «pub»-either a walk to the «local», or often nowadays a drive to a more pleasant «country pub» if one lives in a built-up area. The national drink in England is beer, and the «pub» is a peculiarly English institution. Much leisure time is spent in individualistic pursuits, of which the most popular is gardening. Most English people love gardens, their own above all, and this is probably one reason why so many people prefer to live in houses rather than flats. The British people are the world’s greatest tea drinkers. They drink a quarter of all the tea grown in the world each year. Many of them drink tea on at least eight different occasions during the day. The working people of Britain have had a long tradition of democracy, not so much in the sense of creating formal institutions, but in the active sense of popular cooperation to uphold the will of the people. UNIT 2 SOCIAL PEDAGOGY Qualifying as a Social Pedagogue Similar to other academic disciplines, social pedagogy is a degree-level qualification(higher education) of usually 3.5 years. There are different education routes to qualify as a social pedagogue, which vary from country to country: Germany In Germany social pedagogy and social work have merged into one course – ‘Soziale Arbeit’ – since 2007 graduates holding after successful study a double degree: Social Worker and Social Pedagogy. Social Pedagogy can be studied at Fachhochschule (Universities of applied Sciences) and universities, social pedagogy is offered as Bachelor of Arts (3.5 years) with 1 semester of practical placement as part of the curriculum- Graduates will have the ability to place their professional activity in legal and socio-political perspective and analyse it. The interplay of work experience in their 49

placement and theoretical work in the university prepares the graduates to work with clients, in the field of administration and management of social organisations. For a deeper more research based study Social Pedagogy can be studied after the Bachelor as Master of Arts (2 years). Social Pedagogy is multidisciplinary – the study includes: Psychology Sociology Pedagogy / Education Theory Social Work Social Management Law and Politics Professional Concepts such as Mediation, Therapy, Supervision, communication concepts. Media Economy Social Justice Health Theatre pedagogy Denmark Danish social pedagogues usually qualify at Seminariets (seminariums), which offer 3.5 year courses that include 3 placements in different pedagogic settings throughout the period of studies. Some seminariums also offer short courses on social pedagogy in English. Further studies at MA level often combine social pedagogy with interlinked disciplines, such as social work, sociology or psychology, and can be pursued at several universities. Czech Republic Czech social pedagogues usually study at the university level (there is also possibility to study at the college where they will get a DiS. degree). Social Pedagogy is offered as a Bachelor study programme. For research based studies, Social Pedagogy can be studied as Master programme after finishing the bachelor's degree. The academics separate Social Pedagogy from the social work and they look at them as at two separate disciplines. 50

North America In the United States, Arizona State University's School of Social Transformation offers a master of arts degree in social and cultural pedagogy. The 30-unit program requires 10 three-credit courses. The core courses (9 credits) include Foundations of Social Transformation, Research Methods, and Social and Cultural Pedagogy: Theoretical and Practical Issues. Students complete five elective courses (15 credits) and then either a thesis or a capstone project (6 credits). The program develops students' capacity to analyze non-formal education policies and practices and examine the educational impact of a range of institutions, organizations and associational spaces. It provides training and skills for work in settings such as: adult education, community organizing, literacy programs, museum education, dis/ability programs, youth and sports programs, peace education, environmental education, religious organizations, health education, civic education, Indigenous and tribal communities, for-the-job and onthe-job training. United Kingdom More recently, several universities have started to offer social pedagogy as a distinct degree or have included modules on social pedagogy in their teaching programmes on social work or youth work courses. The George Williams YMCA College in London and the Robert Gordon University in Aberdeen both offer a BA in social pedagogy. Vocationally based courses for the children and young people's workforce are also available New Education Movement Pestalozzi’s ideas sparked interest across continental Europe, and particularly the New Education Movement transferred his pedagogic concept into various settings, such as kindergarten (Fröbel), school (Montessori, Steiner, Hahn), residential care (Korczak), and informal work with children and young people (Montessori). Thus the New Education Movement contributed to a continental pedagogic discourse, which saw children being conceptualised as equal human beings («Children do not become humans, they already are», Korczak), and as competent, active agents («A child has a hundred 51

languages», Malaguzzi). Furthermore, there was increasing recognition for child participation and children’s rights, for instance in the pedagogic concepts of Montessori and Korczak The New Education Movement led to a spread of pedagogic concepts and ideas across many European countries and made two fundamental points which demonstrate its ambition to use pedagogy for social change: «First, in all education the personality of the child is an essential concern; second, education must make for human betterment, that is for a New Era». Social pedagogy One of the first key thinkers, Paul Natorp, «claimed that all pedagogy should be social, that is, that in the philosophy of education the interaction of educational processes and society must be taken into consideration». His social pedagogic theories were influenced by Plato’s doctrine of ideas, together with Immanuel Kant’s categorical imperative of treating people as subjects in their own rights instead of treating them as means to an end, and Pestalozzi’s method In the 1920s, with influential educationalists such as Herman Nohl, German social pedagogy was interpreted from a hermeneutical perspective, which acknowledged that an individual’s life and their problems can only be understood through their eyes and in their social context, by understanding how the individual interacts with their social environment Following World War II and the experiences within National Socialism that exposed the dangers of collective education in the hands of a totalitarian state, social pedagogy «became more critical, revealing a critical attitude towards society and taking the structural factors of society that produce social suffering into consideration». Consequently, contemporary social pedagogy in Germany is as a discipline linked more closely to social work and sociology than to psychology. Due to different historical developments and cultural notions, social pedagogy has very different traditions in other countries, although these are connected through the overarching core principles of social pedagogy. And even within one country, there is not the pedagogic approach – within the general discipline pedagogy we can 52

distinguish various approaches. Some of these are named after key thinkers like Fröbel or Montessori who have created a very specific pedagogic concept for the context of their work, while others are termed according to the medium they are utilising, such as adventure, play, circus, music, or theatre pedagogy The Problems of Children and Adolescents All children and adolescents face problems from time to time. There is the list of the most important problems made up by school psychologists. So, pupils may: – Feel afraid to go to school – Fall behind in their school work – Lack self-discipline – Worry about family matters such as divorce and death – Feel depressed or anxious – Experiment with drugs and alcohol – Think about suicide – Face difficult situations, such as applying to college, getting a job, or quitting school – Doubt their aptitudes and abilities School psychologists help children, parents, teachers, and members of the community understand and resolve these concerns. The following situations demonstrate how school psychologists may typically solve problems. Family Problems The teacher noticed that Carla, an able student, had stopped participating in class discussions and had difficulty in paying attention to her classmates. The school psychologist was asked to explore why Carla’s behavior had changed so much. After discovering that Carla’s parents were divorcing, the school psychologist provided counseling for Carla and gave her parents’ suggestions for this difficult time. Carla’s behavior and self-esteem improved, and she felt more secure about her relationship with her parents. School psychologists can be trusted to help with delicate personal and family situations that interfere with schooling. 53

Reading Problems Tommy’s parents were concerned about his difficulty in reading. They feared that he would fall behind and lose confidence in himself. In school the teacher noticed that Tommy understood what was presented in verbal form, but that he needed the help of his classmates to do written work. After observing Tommy and gathering information about his reading and writing skills, the school psychologist collaborated with his parents and teachers to develop a plan to improve his reading and writing. The plan worked, and both Tommy’s reading and his self-esteem improved. School psychologists can help prevent future problems when they intervene with learning problems early on. A Potential Dropout David was a high school student who often missed classes. He had very poor behavior and had been suspended from school on various occasions for fighting. After establishing a relationship with David, the school psychologist taught him simple techniques to relax and to control his aggressive behavior. David’s mother and his teacher worked together on a plan designed by the school psychologist to establish limits and to improve communication. School psychologists recognize that changes in the school environment and at home can improve the quality of life for children and their families. Childhood depression Children as toddlers as adolescents can be diagnosed with clinical depression. But it is difficult to diagnose depression and only a qualified psychologist can do it. Generally there must be a combination of several symptoms. They are observed over a period of time and cause some disturbance in the child's life. Causes of depression can be different. The death of family member, a divorce or remarriage, chronic illness in the family, or relocation are some of the more obvious causes. So are losing a pet, getting a new teacher or failing a major test. Depression is a normal response to significant events like these. Actually, any period of readjustment or stress can cause sadness and worry. A family history 54

of depression can increase the likelihood that a child will also experience it. Just one incident of neglect, physical or emotional abuse, can put a child at risk. But often depression can't be traced back to any one event or risk factor. So a psychologist will look at several factors in deciding if the child is depressed. These will include general behavior, eating and sleeping habits, social performance of the child. Experienced psychologists advice parents to get the child a complete physical test first. Physical illness can often mimic the symptoms of depression. A lack of appetite, sleeping too much or too little, a lack of energy can all be linked to anemia, diabetes or other physical causes. Psychologists also ask parents what they have noticed about the child's behavior, attitude and mood. It helps to identify any contributing factors. After talking with parents, specialists interview and test the child. They can ask the child to paint different pictures, because children often misreport their symptoms or their severity. So psychologists put all the information together, evaluate it and give a diagnosis. Childhood depression can be devastating, but treatment is available and identifying the problem is the first step. The most important for parents is to stay hopeful. Their positive attitude will help shape the child's response to treatment. UNIT 3 RELIGION ISLAM Muhammad (whose name means «highly praised») was born in Mecca in 570 AD. His father died shortly before his birth, and he lost his mother at the age of six. The young orphan was then raised primarily by his uncle, for whom he worked as a shepherd. At age 9 (some sources say 12), he joined his uncle on a caravan to Syria. As a young man, Muhammad worked as a camel driver between Syria and Arabia. Soon he established a career managing caravans on behalf of merchants. 55

Through his travel first with his uncle and later in his career, Muhammad came into contact with people of many nationalities and faiths, including Jews, Christians and pagans. At age 25, Muhammad was employed by Khadija, a wealthy Meccan widow 15 years his senior. The two were married, and by all accounts enjoyed a loving and happy marriage. Early records report that «God comforted him through her, for she made his burden light». Although polygamy was common practice at the time, Muhammad took no other wife than Khadija until her death 24 years later. In his late 30s Muhammad took to regularly visiting a cave in Mount Hira, on the outskirts of Mecca, to seek solitude and contemplation. In 610, at the age of 40, Muhammad returned from one such visit telling his wife he had either gone mad or become a prophet, for he had been visited by an angel. The initially startled Khadija became his first convert. Muhammad reported that while in a trance-like state, the Angel Gabriel appeared to him and said «Proclaim!» But like Moses, Muhammed was a reluctant prophet. He replied, «I am not a proclaimer». The angel persisted, and the Prophet repeatedly resisted, until the angel finally overwhelmed Muhammad and commanded him: Proclaim in the name of your Lord who created! Created man from a clot of blood. Proclaim: Your Lord is the Most Generous, Who teaches by the pen; Teaches man what he knew not (Qur'an 96:1-3). After receiving Khadija's support, and additional angelic visits, Muhammad became confident he had indeed been chosen as the messenger of God and began to proclaim as he had been commanded. Muhammad's message to his countrymen was to convert from pagan polytheism, immorality and materialism, repent from evil and worship Allah, the only true God. He was always careful to clarify his role in God's work – he was only a prophet. He was not an angel, he did not know the mind of God, he did not work miracles. He simply preached what he had received. In the first three years of his ministry, Muhammad gained only 40 followers. And as his teachings threatened the Meccan way of life, both moral and economic, he and his followers experienced heavy persecution. It first took the form of mockery, but soon turned into open violence. 56

Members of the small movement were stoned, covered in dirt as they prayed, beat with sticks, thrown into prison and refused service by merchants. Hijira Persecution continued to increase until Muhammad received some welcome news: he had gained followers in the city of Yathrib, 280 miles north of Mecca. The city was in need of a strong leader, and a delegation from Yathrib proposed that Muhammad take the job. In return, they pledged to worship Allah only, obey Muhammad and defend him and his followers to the death. Allah revealed to Muhammed his approval of this arrangement, and Muhammad made plans to escape to Yathrib. The leaders in Mecca heard of the planned escape, and attempted to prevent it. But Muhammad and his close friend Abu Bakr managed to make a narrow escape north out of the city, evading a Meccan search party and arriving safely in Yathrib. This event is celebrated by Muslims as the Hijira. The year in which it occurred, 622, is the date at which the Muslim calendar begins. Yathrib was renamed Medinat al-Nabi, «the City of the Prophet», and is now known simply as Medina, «the City». In Medina, Muhammad proved himself an able politician and statesman as well as a prophet. Exercising superb statecraft, he welded the five heterogenous and conflicting tribes of the city, three of which were Jewish, into an orderly confederation.... His reputation spread and people began to flock from every part of Arabia to see the man who had wrought this 'miracle' (Smith, 230). In addition to the Qur'an, the other sacred sources are the Sunnah, the practise and examples of the Prophet Muhammad's life, and the Hadith, reports of what the prophet Muhammad said or approved. Both the Hadith and Sunnah must adhere to a strict chain of narration that ensures its authenticity, taking into account factors such as the character of people in the chain and continuity in narration. Reports that fail to meet such criteria will be disregarded. One famous example is that of the scholar of Hadith literature, Imam Bukhari, who travelled several hundred miles on horseback to acquire a Hadith. When he arrived, he saw the man that knew the Hadith deceiving his donkey into thinking there was grain in a sack in order to induce him to move forward. Imam Bukhari promptly left 57

without approaching the man because he was not willing to allow any individual with a questionable personality to join a chain of narration or contribute knowledge that would define the practice of the religion. Muslims worship in a building called a mosque. An alternative word for mosque, from the original Arabic, is masjid, meaning place of prostration. Outside every mosque, or just inside the entrance, is a place where worshippers can remove and leave their shoes. There is also a place where they can carry out the ritual washing required before prayer. The main hall of a mosque is a bare room largely devoid of furniture. There are no pictures or statues. Muslims believe these are blasphemous, since there can be no image of Allah, who is wholly spirit. Everyone sits on the floor and everywhere in the mosque is equal in status. A niche in one of the walls, called a mihrab, shows the direction that the worshippers should face in order to face Mecca. Many mosques have a minaret which is a tall thin tower. A muezzin stands at the top of the tower and calls Muslims to prayer at the five ritual times of the day. Not all mosques in the UK have a minaret. Women can attend the mosque and when they do they sit separately from the men. This is out of modesty and to prevent any distraction. It is more usual for women to pray at home. Dome of the Rock One of the most recognizable features of Jerusalem's skyline, the Dome of the Rock commemorates a night journey the prophet Muhammad took to heaven, according to tradition. Calligraphic inscriptions surround the golden dome, which was completed shortly after the Islamic conquest of Jerusalem. Because it sits on the site of the Second Jewish Temple (Temple Mount), the Dome of the Rock remains a flash point for the religious groups that hold Jerusalem sacred. Sultan Hasan Mosque Cairo served as the capital of multiple Islamic empires, and its numerous mosques and tombs are still celebrated today. One of 58

Cairo's Islamic monuments is the tomb and madrassa (school) of Sultan Hasan, a building that dates from the mid-14th century. Even contemporary visitors felt moved to mention it as «an extraordinary monument,» according to «Islamic Monuments of Cairo». The sultan's tomb is the most prominent part of the complex and is visible from the area where parades were held during the medieval period. It is also adjacent to a mosque and is located directly behind the wall toward which the worshipers pray. Ironically, Sultan Hasan was assassinated during the tomb's construction and his body was never recovered. Thus it is his two young sons, not Sultan Hasan, who are buried in Sultan Hasan's tomb. Mosque of Sultan Ahmed «The Mosque of Sultan Ahmed, Istanbul, on a prominent site on the Hippodrome complementary to that of S. Sophia, is distinguished by its six minarets. Four enormous piers dominate the interior and carry a dome which is buttressed, as in Shehzade Mosque, by four subsidiary half-domes... It is noted for its predominently blue Iznik tilework – whence it derives the name 'The Blue Mosque». CHRISTIANITY Christianity is the most popular religion in the world with over 2 billion adherents. 42 million Britons see themselves as nominally Christian, and there are 6 million who are actively practicing. Christians believe that Jesus (the Son of God) was the Messiah promised in the Old Testament and that God sent his Son to earth to save humanity from the consequences of its sins. One of the most important concepts in Christianity is that of Jesus giving his life on the Cross (the Crucifixion) and rising from the dead on the third day (the Resurrection). There is only one God, but that there are three elements to this one God: God the Father, God the Son and The Holy Spirit. Christians worship in churches. Their spiritual leaders are called priests or ministers. The Christian holy book is the Bible, and consists of the Old and New Testaments. The Old Testament is the original Hebrew Bible, the sacred scriptures of the Jewish faith, written at different times between about 1200 and 165 BC. The New Testament books were written by Christians in the first century AD. 59

Christian holy days such as Easter and Christmas are important milestones in the Western secular calendar Christmas is marked on the 25 December (7 January for Orthodox Christians). Christmas is a Christian holy day that marks the birth of Jesus, the son of God. The story of Christmas Jesus' birth, known as the nativity, is described in the New Testament of the Bible. The Gospels of Matthew and Luke give different accounts. It is from them that the nativity story is pieced together. Both accounts tell us that Jesus was born to a woman called Mary who was engaged to Joseph, a carpenter. The Gospels state that Mary was a virgin when she became pregnant. In Luke's account Mary was visited by an angel who brought the message that she would give birth to God's son. According to Matthew's account, Joseph was visited by an angel who persuaded him to marry Mary rather than send her away or expose her pregnancy. Matthew tells us about some wise men who followed a star that led them to Jesus' birthplace and presented him with gifts of gold, frankincense and myrrh. Luke tells how shepherds were led to Bethlehem by an angel. According to tradition, Joseph and Mary travelled to Bethlehem shortly before Jesus' birth. Joseph had been ordered to take part in a census in his home town of Bethlehem. All Jewish people had to be counted so the Roman Emperor could determine how much money to collect from them in tax. Those who had moved away from their family homes, like Joseph, had to return to have their names entered in the Roman records. Joseph and Mary set off on the long, arduous 90-mile journey from Nazareth along the valley of the River Jordan, past Jerusalem to Bethlehem. Mary travelled on a donkey to conserve her energy for the birth. But when they arrived in Bethlehem the local inn was already full with people returning for the census. The innkeeper let them stay in the rock cave below his house which was used as a stable for his animals. It was here, next to the noise and filth of the animals, that Mary gave birth to her son and laid him in a manger. 60

Easter commemorates the resurrection of Jesus Christ. It is the most important Christian festival, and the one celebrated with the greatest joy. The date of Easter changes each year, and several other Christian festivals fix their dates by reference to Easter. Churches are filled with flowers, and there are special hymns and songs. But not all Easter customs are Christian; some, such as the Easter Bunny, are pagan in origin. The Easter story is at the heart of Christianity. On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead. The Amish The Amish (pronounced 'Aahmish') are an American Protestant group with around 200,000 members descended from European Anabaptists who came to the USA more than two centuries ago to escape persecution. They are best known for their 19th century way of life that was portrayed in the 1985 Harrison Ford film Witness, in which violent crime clashed with their peaceful existence. Their old-fashioned traditions are not what is now called a 'lifestyle choice'. Amish believe that their religious faith and the way they live are inseparable and interdependent. The Amish originated in Europe after splitting from Mennonite Swiss Brethren in 1692 over the treatment of members who had been found guilty of breaches of doctrine. The first Amish arrived in Pennsylvania in the 1730s to escape persecution in Europe. Amish believe that the community is at the heart of their life and faith, and that the way to salvation is to live as a loving community apart from the world. Individualism is avoided. Members of the community help each other, and the whole community will work together to help a member in trouble. They do 61

not accept state benefits or use insurance, but rely on community support instead. The Amish believe that it's essential to keep themselves separate from the 'world', so they live in their own small communities and differ from other Americans in their dress, language, work, travel and education. The Amish are not exclusive, and have many contacts with outsiders, who they call 'English'. Each Amish district is fully independent and lives by its own set of unwritten rules, or Ordnung. The Old Order is the strictest of these groups. There is no central authority. The Amish stress simplicity and humility. They avoid anything associated with self-exaltation, pride of position or enjoyment of power. Amish believe that God is pleased when people work in harmony with nature, the soil, the weather, and care for animals and plants. Amish always live in rural communities. Some modern 'conveniences', such as cars, electricity and telephones are avoided. They only avoid technology where it might damage the community, not because they are Luddites or think technology is inherently evil. Amish children are educated in their own schools. Schooling stops at 14 after which they learn practical skills on the job. After 16 Amish children can experience life outside the community for a few years to decide whether they wish to become full baptised members of the community. 90% decide to do so. BUDDHISM Buddhism is a spiritual tradition that focuses on personal spiritual development and the attainment of a deep insight into the true nature of life. There are 376 million followers worldwide. Buddhists seek to reach a state of nirvana, following the path of the Buddha, Siddhartha Gautama, who went on a quest for Enlightenment around the sixth century BC. There is no belief in a personal god. Buddhists believe that nothing is fixed or permanent and that change is always possible. The path to Enlightenment is through the practice and development of morality, meditation and wisdom. 62

Buddhists believe that life is both endless and subject to impermanence, suffering and uncertainty. These states are called the tilakhana, or the three signs of existence. Existence is endless because individuals are reincarnated over and over again, experiencing suffering throughout many lives. It is impermanent because no state, good or bad, lasts forever. Our mistaken belief that things can last is a chief cause of suffering. The history of Buddhism is the story of one man's spiritual journey to enlightenment, and of the teachings and ways of living that developed from it. The Four Noble Truths contain the essence of the Buddha's teachings. It was these four principles that the Buddha came to understand during his meditation under the bodhi tree. 1. The truth of suffering (Dukkha) 2. The truth of the origin of suffering (Samudāya) 3. The truth of the cessation of suffering (Nirodha) 4. The truth of the path to the cessation of suffering (Magga) The Buddha is often compared to a physician. In the first two Noble Truths he diagnosed the problem (suffering) and identified its cause. The third Noble Truth is the realisation that there is a cure. The fourth Noble Truth, in which the Buddha set out the Eightfold Path, is the prescription, the way to achieve a release from suffering. Karma is a concept encountered in several Eastern religions, although having different meanings. Teachings about karma explain that our past actions affect us, either positively or negatively, and that our present actions will affect us in the future. Buddhism uses an agricultural metaphor to explain how sowing good or bad deeds will result in good or bad fruit (phala; or vipāka, meaning 'ripening'). The Bhavachakra, the Wheel of Life or Wheel of Becoming, is a mandala – a complex picture representing the Buddhist view of the universe. To Buddhists, existence is a cycle of life, death, rebirth and suffering that they seek to escape altogether. The Wheel is divided into five or six realms, or states, into which a soul can be reborn. It is held by a demon. Around the rim are 63

depicted the twelve stages of dependent origination. This gallery will explain the parts of the diagram. The Buddha The history of Buddhism is the story of one man's spiritual journey to Enlightenment, and of the teachings and ways of living that developed from it. Siddhartha Gautama – The Buddha By finding the path to Enlightenment, Siddhartha was led from the pain of suffering and rebirth towards the path of Enlightenment and became known as the Buddha or 'awakened one'. life Recent research suggests that Siddhartha Gautama lived from around 490 BCE until circa 410 BCE. He was born into a royal family in the village of Lumbini in present-day Nepal, and his privileged life insulated him from the sufferings of life; sufferings such as sickness, age and death. One day, after growing up, marrying and having a child, Siddhartha went outside the royal enclosure where he lived. When he went outside he saw, each for the first time, an old man, a sick man, and a corpse. This greatly disturbed him, and he learned that sickness, age, and death were the inevitable fate of human beings – a fate no-one could avoid. Siddhartha had also seen a monk, and he decided this was a sign that he should leave his protected royal life and live as a homeless holy man. Siddhartha's travels showed him much more of the the suffering of the world. He searched for a way to escape the inevitability of death, old age and pain first by studying with religious men. This didn't provide him with an answer. Siddhartha encountered an Indian ascetic who encouraged him to follow a life of extreme self-denial and discipline. The Buddha also practised meditation but concluded that in themselves, the highest meditative states were not enough. Siddhartha followed this life of extreme asceticism for six years, but this did not satisfy him either; he still had not escaped from the world of suffering. He abandoned the strict lifestyle of self-denial and ascetism, but did not return to the pampered luxury of his early life. 64

Instead, he pursued the Middle Way, which is just what it sounds like; neither luxury nor poverty. Enlightenment One day, seated beneath the Bodhi tree (the tree of awakening) Siddhartha became deeply absorbed in meditation, and reflected on his experience of life, determined to penetrate its truth. He finally achieved Enlightenment and became the Buddha. The Mahabodhi Temple at the site of Buddha's enlightenment, is now a pilgrimage site. Buddhist legend tells that at first the Buddha was happy to dwell within this state, but Brahma, king of the gods, asked, on behalf of the whole world, that he should share his understanding with others. The Teacher Buddha set in motion the wheel of teaching: rather than worshipping one god or gods, Buddhism centres around the timeless importance of the teaching, or the dharma. For the next 45 years of his life the Buddha taught many disciples, who became Arahants or 'noble ones', who had attained Enlightenment for themselves. The Dalai Lama is the head monk of Tibetan Buddhism and traditionally has been responsible for the governing of Tibet, until the Chinese government took control in 1959. Before 1959, his official residence was Potala Palace in Lhasa, the capital of Tibet. The Dalai Lama belongs to the Gelugpa tradition of Tibetan Buddhism, which is the largest and most influential tradition in Tibet. The institution of the Dalai Lama is a relatively recent one. There have been only 14 Dalai Lamas in the history of Buddhism, and the first and second Dalai Lamas were given the title posthumously. According to Buddhist belief, the current Dalai Lama is a reincarnation of a past lama who decided to be reborn again to continue his important work, instead of moving on from the wheel of life. After the death of a Dalai Lama it has traditionally been the responsibility of the High Lamas of the Gelugpa Tradition and the Tibetan government to find his reincarnation. The High Lamas 65

search for a boy who was born around the same time as the death of the Dalai Lama. It can take around two or three years to identify the Dalai Lama. A person who decides to be continually reborn is known as tulku. Buddhists believe that the first tulku in this reincarnation was Gedun Drub, who lived from 1391-1474 and the second was Gendun Gyatso. However, the name Dalai Lama, meaning Ocean of Wisdom, was not conferred until the third reincarnation in the form of Sonam Gyatso in 1578. JUDAISM Judaism is one of the oldest monotheistic religions and was founded over 3500 years ago in the Middle East. Jews believe that God appointed the Jews to be his chosen people in order to set an example of holiness and ethical behaviour to the world. Judaism was founded by Moses, although Jews trace their history back to Abraham. Jews believe that there is only one God with whom they have a covenant. In exchange for all the good that God has done for the Jewish people, Jewish people keep God’s laws and try to bring holiness into every aspect of their lives. Judaism has a rich history of religious text, but the central and most important religious document is the Torah. Jewish traditional or oral law, the interpretation of the laws of the Torah, is called halakhah. Spiritual leaders are called Rabbis. Jews worship in Synagogues. The synagogue is the Jewish place of worship, but is also used as a place to study, and often as a community centre as well. Prayer builds the relationship between God and human beings. When people pray, they spend time with God. Jews are supposed to pray three times a day; morning, afternoon, and evening. The Jewish prayer book (it's called a siddur) has special services set down for this. Jewish religious text The Torah is the first part of the Jewish bible. It is the central and most important document of Judaism and has been used by Jews through the ages. Torah refers to the five books of Moses which are known in Hebrew as Chameesha Choomshey Torah. These are: Bresheit (Ge66

nesis), Shemot (Exodus), Vayicra (Leviticus), Bamidbar (Numbers), and Devarim (Deuteronomy). Jews believe that God dictated the Torah to Moses on Mount Sinai 50 days after their exodus from Egyptian slavery. They believe that the Torah shows how God wants Jews to live. It contains 613 commandments and Jews refer to the ten best known of these as the ten 10 statements. The Torah is written in Hebrew, the oldest of Jewish languages. It is also known as Torat Moshe, the Law of Moses. The Torah is the first section or first five books of the Jewish bible. However, Tanach is more commonly used to describe the whole of Jewish scriptures. This is an acronym made up from the first letter of the words Torah, Nevi im (prophets), and Ketuvim (writings). Similarly, the term Torah is sometimes used in a more general sense to incorporate Judaism’s written and oral law. This definition encompasses Jewish scripture in its entirety including all authoritative Jewish religious teachings throughout history. The word Torah has various meanings in English. These include: teaching, instruction and law. For Jews the Torah means all of these. The Talmud is the comprehensive written version of the Jewish oral law and the subsequent commentaries on it. It originates from the 2nd century CE. The word Talmud is derived from the Hebrew verb 'to teach', which can also be expressed as the verb 'to learn'. The Talmud is the source from which the code of Jewish Halakhah (law) is derived. It is made up of the Mishnah and the Gemara. The Mishnah is the original written version of the oral law and the Gemara is the record of the rabbinic discussions following this writing down. It includes their differences of view. The Talmud can also be known by the name Shas. This is a Hebrew abbreviation for the expression Shishah Sedarim or the six orders of the Mishnah. The synagogue is the Jewish place of worship, but is also used as a place to study, and often as a community centre as well. Orthodox Jews often use the Yiddish word shul (pronounced shool) to refer to their synagogue. In the USA, synagogues are often called temples. 67

In Orthodox synagogues men and women sit separately, and everyone (except young girls) has their head covered. In a Reform synagogue men and women can sit together. Synagogue services can be led by a rabbi, a cantor or a member of the congregation. Traditional Jewish worship requires a minyan (a quorum of ten adult males) to take place. In an Orthodox synagogue the service will be conducted in ancient Hebrew, and the singing will be unaccompanied. Few British synagogues now have a choir, but they are more common in the USA. In a progressive (Reform, Liberal) synagogue the service will be at least partly in English, there may a choir and instruments, and men and women can sit together. Hats and prayer shawls Everyone except unmarried women wears a hat in synagogue in order to show reverence to God (And once unmarried women pass a certain age they usually wear a hat too). Jewish men always wear hats when they are saying prayers which mention God's name. Observant Jewish men wear a hat almost all the time. The most common hat for men in the synagogue is a small round cap called a yarmulke (Yiddish) or a kippah (Hebrew), but an ordinary homburg or street hat will be accepted. Hats are always available for visitors, but a hair grip comes in handy to keep a kippah on. Adult men (i.e. those over the age of 13) often wear a Tallit or prayer shawl for morning prayer. A Tallit has fringes (called tzitzit) on the edges to remind the wearer to observe God's commandments – as commanded by God in the Bible. There are several times in synagogue services when people kiss these fringes – for example when the tzitzit are mentioned. Every synagogue contains an Ark, which is a cupboard where the Torah Scrolls, which contain the text of the Hebrew Bible, are kept, and a desk from which to read the Torah. The Hebrew words of the Ten Commandments are usually written somewhere above the ark. The Ark is named after the wooden chest which held the stone tablets of the Covenant that God gave to Moses on Mount Sinai. The search for that original Ark formed the plot of the movie Raiders Of The Lost Ark. 68

An Eternal Light (called Ner Tamid) hangs above the Ark. This light is always burning, as a symbol of God's presence. It also represents the pillar of fire that guided the Jewish people on their early journey. The platform and the desk for Torah readings are called the Bimah (pronounced beemar), and in an Orthodox synagogue are in the centre of the building. At the proper moment in the service the Ark is ceremonially opened, and the Torah scroll is carried in procession to the reading desk, unrolled to the reading chosen for the day and laid on the reading desk. It is normal for everyone to stand whenever the doors of the ark are open. HINDUISM Hinduism is the religion of the majority of people in India and Nepal. It also exists among significant populations outside of the sub continent and has over 900 million adherents worldwide. Although it is not easy to define Hinduism, we can say that it is rooted in India, most Hindus revere a body of texts as sacred scripture known as the Veda, and most Hindus draw on a common system of values known as dharma. Hinduism originated around the Indus Valley near the River Indus in modern day Pakistan. About 80% of the Indian population regard themselves as Hindu. Most Hindus believe in a Supreme God, whose qualities and forms are represented by the multitude of deities which emanate from him. They also believe that existence is a cycle of birth, death, and rebirth, governed by Karma. Hindus say that the soul passes through a cycle of successive lives and its next incarnation is always dependent on how the previous life was lived. The main Hindu texts are the Vedas and their supplements (books based on the Vedas). Veda is a Sanskrit word meaning 'knowledge'. These scriptures do not mention the word 'Hindu' but many scriptures discuss dharma, which can be rendered as 'code of conduct', 'law', or 'duty'. Hindus celebrate many holy days, but the Festival of Lights, Diwali is the best known. A colourful celebration – Holi is the Hindu festival that welcomes the Spring and celebrates the new life and energy of the 69

season. Although Holi has religious roots, not much religious activity is involved in its celebration. Holi is the most energetic Indian festival, filled with fun and good humour; even the strict rules of separation between castes are abandoned. Holi is also called 'The Festival of Colours', and people celebrate the festival by smearing each other with paint, and throwing coloured powder and dye around in an atmosphere of great good humour. A spring festival, usually celebrated in March in North India. Although Holi has religious roots there are few religious things to do. People throw powder paint (called «gulal») at each other (yes, even at complete strangers) and no-one seems to mind. The air is often bright with clouds of coloured powder. Gold and Silver used to be popular colours with young women, but are currently unfashionable. The more gadget-minded fill water pistols or long syringes (called pichkaris) with coloured water for distance squirting. Balloons and folded paper water bombs full of coloured water are another useful weapon of fun. Holi colours used to be made from the flowers of the 'tesu' tree. These would be gathered from the trees, dried in the sun, and then ground up. When this powder was mixed with water it produced an orangered coloured fluid. Gulal is powdered colour, and Indian streets are bright with stalls selling powders of different colours for days before the festival. Abeer (small crystals of mica) is used to make sparkly colours. Because of health fears, natural colours such as mehndi, haldi, besan and maida have become popular again. In the last few years there has been much concern about gulal and abeer being mixed with dangerous material, and people becoming ill, or even blind as a result of using it. Hindu scripture The Vedas are the most ancient religious texts which define truth for Hindus. They got their present form between 1200-200 BCE and were introduced to India by the Aryans. 70

Hindus believe that the texts were received by scholars direct from God and passed on to the next generations by word of mouth. Vedic texts are sometimes called shruti, which means hearing. For hundreds, maybe even thousands of years, the texts were passed on orally. The Vedas are made up of four compositions, and each veda in turn has four parts which are arranged chronologically. The Samhitas are the most ancient part of the Vedas, consisting of hymns of praise to God. The Brahmanas are rituals and prayers to guide the priests in their duties. The Aranyakas concern worship and meditation. The Upanishads consist of the mystical and philosophical teachings of Hinduism. The Samhitas Rig-Veda Samhita (c. 1200 BCE) is the oldest of the four vedas and consists of 1028 hymns praising the ancient gods. Yajur-Veda Samhita is used as a handbook by priests performing the vedic sacrifices. Sama-Veda Samhita consists of chants and tunes for singing at the sacrifices. Atharva-Veda Samhita (c. 900 BCE) preserves many traditions which pre-date the Aryan influence and consists of spells, charms and magical formulae. The Upanishads The Upanishads were so called because they were taught to those who sat down beside their teachers. (upa=near, ni=down, shad=sit). These texts developed from the Vedic tradition, but largely reshaped Hinduism by providing believers with philosophical knowledge. The major Upanishads were largely composed between 800-200 BCE and are partly prose, partly verse. Later Upanishads continued to be composed right down to the 16th century. Originally they were in oral form. The early Upanishads are concerned with understanding the sacrificial rites. 71

Central to the Upanishads is the concept of brahman; the sacred power which informs reality. Whilst the priests (brahmins) had previously been the ones who, through ritual and sacrifice, had restricted access to the divine, now the knowledge of the universe was open to those of the high and middle castes willing to learn from a teacher. Bhagavad Gita The Bhagavad Gita, or «Song of the Lord» is part of the sixth book of the Mahabharata, the world's longest poem. Composed between 500 BCE and 100 CE, the Mahabharata is an account of the wars of the house of Bharata. It is one of the most popular Hindu texts and is known as a smriti text (the remembered tradition). This is considered by some to be of less importance than shruti (the heard text, such as the Vedas). It has, nevertheless, an important place within the Hindu tradition. The Bhagavad Gita takes the form of a dialogue between prince Arjuna and Krishna, his charioteer. Arjuna is a warrior, about to join his brothers in a war between two branches of a royal family which would involve killing many of his friends and relatives. He wants to withdraw from the battle but Krishna teaches him that he, Arjuna, must do his duty in accordance with his class and he argues that death does not destroy the soul. Krishna points out that knowledge, work and devotion are all paths to salvation and that the central value in life is that of loyalty to God. The Ramayana Composed in the same period, the Ramayana is one of India's best known tales. It tells the story of Prince Rama who was sent into exile in the forest with his wife, Sita, and his brother, Lakshamana. Sita was abducted by the evil demon Ravana but ultimately rescued by Prince Rama with the help of the Monkey God, Hanuman. The story is written in 24,000 couplets. The symbolism of the story has been widely interpreted but basically is the story of good overcoming evil. Many people have said that it is a story about dharma or duty. 72

UNIT 4 POLITICAL SCIENCE Plato The first work that deserves to be called «political science» is Plato's Republic, and after twenty-three hundred years it is still matchless as an introduction into the basic issues that confront human beings in their capacity as members of society and as citizens. No writer on politics after Plato has equaled him in that fascinating combination of penetrating and dialectical reasoning with poetic imagery which suffuses every page of the Republic. One of the main, and revolutionary, assumptions of the Republic is unstated: that the right kind of government and politics can be the legitimate object of systematic and rigorously scientific thinking, rather than the product of muddling through fear, faith, or other modes of irrational behavior. This Platonic assumption of the applicability of reason to social relations is still as hotly disputed in the 20th century as in Plato's own time and is one of the basic factors in determining one's whole political outlook. To the extent that we believe in the possibility of applying reason and critical inquiry to the solution of political and social issues we are all Plato's spiritual heirs, although we may heartily disagree with any or all of his specific teachings. By seeking to disprove Plato on a point of political doctrine or institution, the anti-Platonist has already conceded to Plato the most important single point: that political and social issues are decided by the process of reasoning rather than by concentration camps and gas chambers. Socrates, the chief figure of the Republic, was called «the first Social Democrat» by Alfred Rosenberg, the official Nazi custodian of philosophy and religion. What Rosenberg hated above all in Socrates, Plato's teacher, was the irritating habit of endlessly searching, through argument, for the reasons that lay behind any social idea or institution. Although lesser Nazis and Fascists usurped Plato as their first intellectual ancestor because of much in the Republic that is un – or antidemocratic, Rosenberg saw more deeply when he expressed his contempt and hatred – for Socratic rationalism with the same intensity with which he attacked Judaism and Christianity, the other two roots of the Western tradition. 73

In one respect, modern political science would gain in human insight and understanding if it followed Plato more closely: Plato never started with the hypothesis of a homo politicus, an abstract «political man» unrelated to the richness and complexity of individual selves or of society as a whole. Plato's psychology may seem naïve in its analogies as in its presumed facts, but what is of timeless significance in his approach to political problems is his conviction that no theory, of politics can be sound unless based on the study of man. Modern psychology has taught us enough about neurotic individuals to know that a healthy society cannot be composed of men and women who are haunted by fear and insecurity. Plato's political thought also introduced, for the first time, the concept of the «public» as distinct from the «private». As a Greek, Plato was never as sharply aware of that contrast as the modern world has been in the last three or four hundred years, yet there is no doubt that the first conscious experience, and theoretical analysis, of the res publica, the «common thing», occurred in Greece. Before then, the only major dichotomy known to man consciously or unconsciously, was that between the «sacred» and the «profane.» The evolution of that contrast into that of «public» and «private» is a part of Western secularism which goes back directly to Greek political life and thought. Medieval feudalism abandoned the distinction between private and public relations in political and economic institutions, which was only revived with the growth of constitutional government in the modern age. In Fascist and Nazi regimes, rulers tend again to mingle inextricably the domains of'the public and private, «borrowing» castles and picture galleries belonging to the state, «acquiring» vast industrial empires for their brothers and nephews, and building up private, and often personal, militias and armed forces competing with those of the state. The growth of corruption in Fascist and Nazi regimes is the price paid for the dissolution of the clear-cut distinction between the public and private domains. The United Nations The United Nations is an organization of sovereign nations representing almost all of humanity. It has as its central goal the 74

maintenance of international peace and security. Additionally, its purposes call for the development of friendly relations among nations based on equal rights and self-determination of peoples and, through international co-operation, the solution of problems of an economic, social, cultural and humanitarian nature. The United Nations is the meeting-place where representatives of all member states – great and small, rich and poor, with varying political views and social systems – have a voice and an equal vote in shaping a common course of action. The United Nations has played, and continues to play, an active role in reducing tension in the world, preventing conflicts and putting an end to fighting already under way. There are six main organs of the United Nations – the General Assembly, the Security Council, the Economic and Social Council, the Trusteeship Council, the Secretariat and the International Court of Justice. The Court has its seat at the Hague, Netherlands. All other organs are based at the United Nations Headquarters in New York. Members of the General Assembly talk to each other in many languages, but officially there are only six – Arabic, Chinese, English, French, Russian and Spanish. The Secretariat services the other organs of the United Nations and administers the programmes and policies laid down by them. Over 20,000 men and women are employed by the United Nations with about one-third of them at the Head-quarters and the other twothirds stationer; around the globe. Staff members are recruited primarily from member states and are drawn from more than 140 nations. As international civil servants, each takes an oath not to seek or receive instructions from any government or outside authority. Working for the United Nations, mostly «behind the scenes» at the Headquarters, are linguists, economists, editors, social scientists, legal experts, librarians, journalists, statisticians, broadcasters, personnel officers, administrators and experts in all the varied fields of activity covered by the United Nations. They prepare the reports and studies requested by various bodies of the United Nations; they issue press releases and produce publications, broadcasts and films giving information about the United Nations; and they perform the administrative duties needed to implement resolutions adopted by the 75

various organs. In addition, there are stenographers, clerks, engineers and technicians, tour guides and also a body of security officers in blue-grey uniforms who are responsible for the security of the United Nations Headquarters. At the head of the Secretariat is the SecretaryGeneral. The main Headquarters of the United Nations are based in New York. The United Nations Organization Secretariat occupies the higher building. The General Assembly is held in the lower building. The Different International Organizations In the sphere of finance, Russia cooperates with the International Bank for Reconstruction and Development, known as the World Bank, and the International Monetary Fund. Russia also cooperates with the United Nations Educational, Scientific and Cultural Organisation (UNESCO), especially in the programs of the World Heritage Fund which protect world heritage sites. This fund finances projects that help to restore and preserve man-made and natural sites in Russia. A number of humanitarian organizations always help those in need. The representatives of Medicines Sans Frontier and the Red Cross can be found in Russia, as well as in any part of the world. They assist people suffering from the horrors of war, floods, earthquakes, epidemics, and accidents. The acronym, WWF and the black and white logo of a giant panda are well-known in our country. WWF stands for the World Wide Fund for Nature that was established in 1961 to raise funds for conservation of particular species, e.g. the tiger and the giant panda. The Green Party which aims to «preserve the planet and its people» is very numerous and has a number of seats in the parliaments of many countries, including the European Parliament in Strasbourg. The British Green Party is known as the Ecology Party. Greenpeace is an international pressure group founded in 1971, with the policy of non-violent direct actions backed by scientific research. Sometimes these actions are risk-taking: during a protest against French atmospheric nuclear testing in the South Pacific in 1985, the ship of Greenpeace was sunk by French intelligence agents. 76

Protecting human rights Most countries have signed international conventions or treaties guaranteeing the protection of human rights. But what are human rights, how are they enforced, and are they the same for everyone? What are human rights? Human rights usually refer to those rights that society has agreed are fundamental to people everywhere, such as the right to life, the right to live without oppression, and the right to equal freedom of opportunity. Until World War II it was up to each country to decide what rights to grant its citizens but in 1948 the United Nations adopted the Universal Declaration of Human Rights (UDHR). Its 30 articles are the foundation upon which all later human rights instruments are built. What is the UN Human Rights Commission? The UN Human Rights Commission was created in 1946 as the main vehicle for promoting acceptance of the principles laid down in the Universal Declaration of Human Rights. Its first 20 years were spent drawing up the two International covenants that gave legal force to the Universal Declaration. It was not until 1970 that it was authorised to investigate persistent human rights abuses. Since then its profile has increased and its annual meetings in Geneva each March are attended by hundreds of diplomats and campaigners. Countries will go to great lengths to avoid being criticised. Do all countries respect human rights? Many countries are criticised by the UN Human Rights Commission and non-governmental organisations for human rights abuses. Two permanent members of the UN Security Council – Russia and China – have come under attack in the last year. Russia has been accused of ignoring international law in its war in Chechnya, where civilian casualties have been high. China has been criticised for the severe sentences it hands out to political dissidents, and for repressing freedom of expression and freedom of religion. Western democracies do not escape condemnation. Human Rights Watch, for example, has raised concern about the UK's anti77

terrorism legislation, and the death penalty and police abuse in the US. How are human rights enforced? A raft of legislation exists to protect human rights, but it is much more difficult to ensure states respect the treaties they have signed. Two covenants – on civil and political rights, and economic, social and cultural rights – were adopted in 1966 to guarantee the rights enshrined in the UDHR. Other treaties – on children's rights, women's rights, racial discrimination and torture – have followed. Nearly every government has signed up to at least one of these international treaties, with some notable exceptions. The US and Somalia are the only two countries not to have ratified the Convention on the Rights of the Child. The Organisation of African Unity, the Council of Europe and the Organisation of American States have all adopted charters or conventions to further human rights in their regions. They impose additional binding obligations on signatory countries. Optional Protocol on the involvement of children in armed conflict The Optional Protocol entered into force on 12 February 2002. UNICEF encourages all governments to ratify the text. Worldwide, an estimated 300,000 children are engaged in armed conflict in their countries, with tragic consequences. Often recruited or abducted to join armies, many of these children – some younger than 10 years old – have witnessed or taken part in acts of unbelievable violence, often against their own families or communities. UNICEF has seen many children that had been immunized, educated or otherwise helped by programmes later systematically brutalized when armed conflicts took place in their countries. In article 38, the Convention on the Rights of the Child urges governments to take all feasible measures to ensure that children have no direct part in hostilities. On 25 May 2000, the United Nations General Assembly adopted by consensus an Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict which raises from 15 to 18 years the age at which direct participation in armed conflict will be permitted and establishes a ban on compulsory recruitment below 18 years. 78

In addition, the Protocol requires States to make a declaration, upon ratification, regarding the age at which national forces will permit voluntary recruitment, as well as the steps that States will take to ensure that such recruitment is never forced or coerced. This clause is particularly important because, although the Optional Protocol sets 18 as the minimum age for compulsory recruitment, it does not establish age 18 as a minimum for voluntary recruitment. For that reason, UNICEF is encouraging all states to ratify the Optional Protocol, making unequivocal statements in their endorsement of 18 as the minimum age at which voluntary recruitment will be permitted. UNICEF had sought consistency on 18 years as marking the point at which adulthood begins and the concern is for the best interests of the child, regardless of where they live or on which side of the conflict they are situated. UNICEF has consistently promoted the position that protection only becomes meaningful if a clear ban is imposed on the direct and indirect participation of children under 18 in hostilities, regardless of whether they have been forced or have voluntarily decided to join the armed forces. In establishing 18 as a minimum age for participation in peacekeeping operations, the United Nations set an important precedent and bolstered the efforts of all those supporting the Optional Protocol to the Convention. The United Nations further recommended that this policy serves as an example for police and military forces worldwide, UNICEF calls on governments to swiftly ratify the Protocol, in order to achieve 100 ratifications by the time of the Special Session in Spring. As stated by Carol Bellamy, «every day that we delay, the toll of death and suffering among children in armed conflict will continue to grow – and that is simply unconscionable». To date, 117 countries have signed and 88 have ratified this Protocol. See the detailed table of participants.

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UNIT 5 A CAREER AS A SOCIAL WORKER Social Workers can be based within residential settings, such as children’s homes, hostels and care homes, or in a field-based capacity working within the community. Either way, their role is very similar and involves providing counseling, advice and support to vulnerable adults or children, including offenders. The clients they work with may be drug or alcohol dependent, suffering from a longterm illness, experiencing mental health problems or the subject of some form of abuse. The role of the Social Worker is to assess their needs and the subsequent level of social and emotional support that they may require. Residential Social Workers who work with children are responsible for ensuring that their clients are provided with a safe, secure and friendly environment and will organize various activities for them aimed at developing their life skills to enable them to live independently in the future. With adults, their responsibilities may also include helping them with the daily running of their lives including handling finances and benefit claims. Social Workers with elderly clients will be responsible for ensuring that their clients live a dignified, safe and comfortable life within their residential setting. Community-based Social Workers work closely with a variety of clients including families where children are considered to be at risk. They advise on drug and alcohol issues, support offenders and help people with terminal illnesses adjust to their situation. Social Workers form a vital part of an extensive support network which can include doctors, teachers, police and other health care professionals. They are required to demonstrate excellent counseling skills and the ability to develop positive relationships with their clients while remaining professionally detached. Acting on behalf of a caseload of clients necessitates good time management and the flexibility to be able to respond to the needs of a client whenever required. It is not possible to practice as a Social Worker without a degree or postgraduate qualification approved by the General Social Care Council (GSCC), after which you can apply for professional registra80

tion. The degree can often be achieved through part time study while also gaining practical experience in the field. THE GROWTH OF SOCIAL SERVICES In medieval times in Europe, the Church was the only organized body which could try to relieve poverty. In fact, the Church, particularly through its monasteries, provided most of what are now known as the social services, especially education and the care of the poor and the sick. The guilds and manors also played their part. In country areas, the lord of the manor often made himself responsible for helping the poor and needy. This system broke down in some European countries and also in England in the 16th century. In 1601 the English parliament passed the act which has become known as the Elizabethan Poor Law. This aimed to keep law and order and made arrangements for money to be raised and used to help the aged, orphans, and the unemployed. But poor-law assistance was always grudgingly offered, for people were regarded as somehow responsible for their poverty and were harshly treated by the authorities. Moreover, it was considered shameful to have to depend on financial assistance in order to survive. It was only in the late 19 th century that social and welfare services became widely available, and, even then, not in all countries. A hundred years earlier people had begun to think more about the rights of the individual human being. The appalling conditions caused by the Industrial Revolution in England made people aware of the urgent need for social reform. Elizabeth Fry and Lord Shaftesbury among others were notable social reformers. Charles Booth, a successful businessman became concerned with social problems and tried to understand how people lived, what they wanted, and how these wants could be satisfied. He conducted a survey which revealed some shocking facts. More than 30 % per cent of London families were desperately poor. Their poverty was not a result of crime, drink, or laziness – in other words, they did not bring it upon themselves, as many people in those days thought. Their poverty was due to lack of work, accidents, death of the husband or breadwinner, failed businesses, 81

old age, and illness. Booth's survey provided much of the information needed by various social service organizations then establishing themselves and trying to improve the situation. EVOLUTION OF SOCIAL WORK Social work as a profession engaged in rendering services intended to aid disadvantaged, distressed or vulnerable persons or groups appeared in the 19th century. But before that there were different public officials who helped distressed people. The first officers responsible for distributing alms to the poor were almoners usually connected with a religious house or other institution. It is considered that almoners appeared in France in the 13th century. In England such officers began to supervise charitable works later. And they still exist as part of Queens Household. The high almoner, usually a bishop or other prelate, distributes the royal alms on Maundy Thursday. In modern times the term almoner has also been used in Britain for a trained social worker, usually a woman, qualified to work in a medical setting. In this sense «almoner» was superseded in 1964 by the title «medical social worker». Now the term is used in Britain as well as in the United States. Other officers who helped distressed people before appearance of social workers were overseers of the poor, people who in 16th- and 17th-century England and Colonial America were appointed as public officials to help collect local taxes and use these funds to provide relief for the destitute and, primarily, jobs for the able-bodied unemployed. Overseers of the poor were established in the Henrician Poor Law of 1536 and served as local officials for the government and for churches. The term «overseer of the poor» has two synonyms «guardian of the poor» and «guardian». Some social welfare historians trace the evolution of the modern social work profession to the overseers of the poor. SOCIAL ASSISTANCE Social assistance is based on need and thus requires declarations of income, family size, and other circumstances. It is provided on the basis of a means test that takes into account not only income but also 82

capital; persons with a specific level of saving may be ineligible. Alternatively it may be only income-tested, the income from capital being assessed in the same way as other income. Often those who have been given the task of operating the scheme (social workers) have been allowed considerable discretion in deciding whether to give assistance and how much to give in certain types of cases. In other countries social assistance plays a considerable role in supplementing social insurance benefits for those without other sources of income such as sick pay or employers pension schemes as well as providing for those without rights to benefits or those whose benefits have run out because they are paid only for a specific number of months (unemployment benefits). Partly because of this problem of stigma, social assistance programs are called by a variety of different names in the hope that they will be more acceptable to applicants. For example, the term used is supplementary benefit in the United Kingdom and GAIN (guaranteed income) in British Columbia. Rules of social assistance differ considerably from country to country and are usually determined locally rather than centrally. In the United Kingdom, where rules are determined centrally persons in full-time work are not eligible. In the United States only households headed by a single parent are eligible. The United States used what is essentially the social assistance approach for meeting the medical care needs of low – income persons under the Medicaid program. LARGE FAMILIES AS OBJECT OF SOCIAL WORK The problem addressed in this research project is one of extreme urgency. It is a long time since we have proclaimed public care for large families without any actual care being provided. In fact, both the children and their parents have often been left to cope with extremely complicated pedagogical, psycological and economic problems unaided. Of course, the Perm model for providing social aid to large families can neither exhaust all available possibilities nor solve all problems. However, the basic ideas and the objective itself are so 83

urgent that they could serve as the foundation for the development of a Russian version of social work with regard to large families. The current demographical situation in Russia's major cities (Moscow, Leningrad) dictates that any family with three children can be considered as large. They are entitled to some benefits. However, this inconclusive kind of measures fall short of improving the demographic situation at large. It is a real catastrophy. Last year, the number of deaths exceeded that of births by 187,000 for the first time since WWII. In the main, the situation comes a result of reckless government policies with regard to the family in general and large families in particular., The policies have been much acclaimed, large family mothers being awarded all sorts of orders and medals. However, the idea of a large family have inexorably been going down in public opinion. And it comes as no surprise for every fourth large family is a problem household. I myself had a full experience of problems facing a large family when, having had my third child, I started working as a social pedagogue with the local social security committee. My colleagues and I had to face a number of practical aspects of helping large families. The problem was how to make it easier for the parents to provide several children with clothing, footwear, food and upbringing. To answer all these questions, we had to study large families in order to identify their typical features, needs and requirements. It was even more difficult because there are virtually no specialist books available on the subject. POVERTY There is no objective and unique definition of poverty, which is capable to describe exactly when somebody is poor. There has been an evolution in the description of poverty. In these definitions, it is shown that poverty is not only lack of money to buy food, but is also related to living conditions, well-being, health, and possibilities to change the personal situation. Poverty can be defined in different ways. Every definition leads to different outcomes, to a different group of people, which can be 84

considered as poor and, in relation to this, to different policy measures and a different amount of costs needed to solve the problem of poverty. Poverty exists for many centuries, but the content of the notion differs from country to country and from time to time. There is a difference in poverty in Western Europe and Eastern Europe. There is also a difference in the meaning of poverty in Western Europe in the last century and today. Last century poverty mostly meant that a part of the population had to struggle for life and did not have enough money to buy food: poverty was an absolute notion. Nowadays most of the Western European countries have comprehendsive social security schemes, which cover the whole population. Almost everybody has a basic income and in some countries this income is rather high. In those countries therefore poverty cannot longer be seen as a threat of daily life. There, poverty means that a part of population has arrears in relation to the average population: poverty is a relative notion. Most discussions distinguish between absolute or primary poverty and relative or secondary poverty. «Absolute poverty» refers to a lack of the basic requirements to sustain physical life. «Relative poverty» is used to demonstrate the inadequacy of definitions of absolute or primary poverty by referring to the cultural needs of individuals and families within the context of the rest of society. An absolute poverty line is a kind of fixed amount. An absolute poverty line is not meant to change with the standard of living in society. People are defined as «poor» if their income is below the line and when some absolute needs are not sufficiently satisfied.

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ACTIVE VOCABULARY UNIT I INDIVIDUAL AND SOCIETY achieve (v) – мақсатқа жету behavior (n) – мінез-құлық beliefs (pl) – наным-сенімдер belong (v) – тиесілі болу cheat (v) – алдау community (n) – қауым create (v) – жасау, ойлап шығару custom (n) – дәстүр depend (v) – тәуелді болу develop (v) – дамыту, өркендеу disagreement (n) – келіспеушілік evolve (v) – дамыту expand (v) – кеңейту fairness (v) – әділдік farm (n) – ферма fix (v) – бекiту, нығайту follow (v) – ілесу group (n) – топ household (n) – үй шаруасы hunt (n) – аңшылық hunt (v) – аң аулау implement (v) – орындау include (v) – қамтиды independent (adj) – тәуелсіз individual (n) – жеке тұлға influence (v) – әсер ету join (v) – қосылу law (n) – заң permanent (adj) – тұрақты play a responsible part – жауапты рөл атқару realize (v) – 1) түсiну; 2) жүзеге асыру reason (n) – себеп respond (v) – жауап беру 86

society (n) – қоғам successful (adj) – табысты, сәттi suggest (v) – ұсыну totally (adv) – тұтас UNIT 2 SOCIAL PEDAGOGY achieve (v) – мақсатқа жету appreciation (n) – ризашылық circumstances (n) – жағдай competent (adj) – білікті consider (v) – қарастыру contribute (v) – жәрдемдесу development (n) – даму dignity (n) – абырой emerge (v) – пайда болу encourage (v) – жігерлендіру Enlightenment (n) – Ағартушылық дәуірі equality (n) – теңдік experience (n) – тәжірибе increase (v) – арттыру influence( v) – әсер ету influence (n) – әсер mutual (adj) – өзара preserve (v) – сақтау resourceful (adj) – тапқыр respect (n) – құрмет to make great strides – үлкен табыстарға жету trust (n) – сенім unconditional (adj) – сөзсіз worship (v) – табыну UNIT 3 RELIGION adherent (n) – қолдаушы alms (n) – садақа angel (n) – періште 87

asceticism (n) – аскетизм believe (v) – сену charity (n) – қайырымдылық church (n) – шіркеу covenant (n) – келісім cross (n) – крест faith (n) – сенім fast (v) – ауыз бекіту follower (n) – белгілі бір дін ұстанушысы God (n) – құдай hell (n) – тозақ holy (adj) – киелі mankind (n) – адамзат meditation (n) – медитация mosque (n) – мешіт needy (adj) – көмекке мұқтаж obligation (n) – міндет paradise (n) – жұмақ path (n) – жол pilgrimage (n) – қажылық poor (adj) – кедей pray (v) – дұға оқу, сыйыну priest (n) – шіркеу қызметкері profession (n) – дін қабылдау promise (v) – уәде беру prophet (n) – пайғамбар prostration (n) – прострация purpose (n) – мақсат rebirth (n) – дүниеге қайта келу religion (n) – дін respect (n) – құрметтеу, сыйлау responsible (adj) – жауапты sacrifice (v) – құрбандық шалу spirit (n) – рух suffer (v) – азап шегу synagogue (n) – синагога tax (n) – салық 88

temple (n) – ғибадатхана worship (v) – тағзым ету UNIT 4 Political Science acronym – қысқарма, қысқартылған атаулар arouse (v) – ой, пікір іс тудыру bluntly (adv) – тікелей, ашық broadcasts (v, n) – хабарлау, бағдарлама жүргізу century (n) – ғасыр civil servants – азаматтық қызметкер civilian(n) – азамат competition (n) – жарыс cooperate (v) – бірге қызмет ету destroy (v) – қирату end to fighting – ұрыс, соғысты тоқтату equal rights – тең құқық establish (v) – негізін қалау, жасау foe (n) – жау, қанішер grim (adj) – түксиген, жұтаң harm (v), harm (n) – шығын, зақым, зиян Headquarters – бас кеңсе hijacking (n) – ұшақты айдап кету inhabitant (n) – тұрғын ironclad (adj) – брондалған lay down (v) – негізін қалау, құру man-made – адаммен жасалған Medicines Sans Frontier – дәрігерлік көмек member (n) – мүше noncombatant (n) – тікелей шайқасқа қатыспайтын әскери қызметкер nuclear testing – атомдық сынақ omit (v) – жетіспеу passersby (n) – жолаушы peace and security (n) – бейбітшілік және қауіпсіздік perpetrate (v) – іске асыру premeditate (v) – алдын ала ойланған, жоспарланған 89

preserve (v) – сақтау preventing conflicts – талас-тартыстардың алдын алу property (n) – жеке меншік мүлік protect (v) – қолдау rage (n) – ашу raise (v) – өсу rattle (n) – қатты шу Red Cross – Қызыл крест reducing tension – қысымды азайту representative (n) – өкіл sacrifice (v) – құрбандыққа шалу self-determination (n) – өзін-өзі билеу ship (n) – кеме slit (n) – қуыс solution (n) – шешім soured (adj) – ашулы sovereign (adj) – егемен strangle (v) – қылқындыру target (n) – мақсат threat (n) – айбат, бопса, бопсалау throat (n) – тамақ, өңеш touch (v) – шығын әкелу, зақымдау unify (v) – біріктіру, бірыңғайлау violence (n) – қатыгездік world heritage – әлемдік мұра UNIT 5 SOCIAL WORK Abuse (n) – қатыгездік Adjustment (n) – бейімделушілік alcohol dependent (n) – ішімдікке тәуелді адам assessment (n) – баға behavior (n) – мінез-құлық clinical (adj) – клиникалық community (n) – қауым dependent (n) – асырауындағы жан disability (adj) – еңбекке жарамсыздық, мүгедектік 90

disadvantage (n) – залал distress (n) – қайғы drug dependent (n) – есірткіге тәуелді адам faculty (n) – факультет gerontological (adj) – геронтологиялық guardian (n) – қамқоршы industrial (adj) – өндірістік interaction (n) – өзара іс-қимыл medical (adj) – медициналық psychiatric (adj) – психиатриялық rural(adj) – ауылдық offender (n) – қылмыскер, заң бұзушы overseer (n) – бақылаушы poverty (n) – кедейлік service (n) – қызмет social service (n) – әлеуметтік қызмет social work (n) – әлеуметтік жұмыс social worker (n) – әлеуметтік қызметкер support (n) – қолдау treatment (n) – 1) емдеу, күтім; 2) тәрбие work (v) – жұмыс worker (n) – жұмысшы, қызметкер

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БИБИЛИОГРАФИЯЛЫҚ ТІЗІМ 1. Жигунова Ж.Г. Английский язык для студентов II курса специальности «Социальная работа»: учебное пособие / Ж.Г. Жигунова. – Омск: Изд-во ОмГТУ, 2009. – 48 с. 2. Жигунова Ж.Г. Англо-русский словарь терминов по социальной работе. – Омск: Издательство ОГМА, 2003. – 68 с. 3. Barker R. The Social Work Dictionary. 2nd ed. Silver Spring: NASW Press. 1991. – xv, 287 p. 4. New Encyclopaedia Britannica. – Chicago, Auckland, London, Madrid, Manila, Paris, Rome, Seoul, Sydney, Tokyo, Toronto: Encyclopaedia Britannica Inc., 1994. – V. 1-29. 5. Social work in Russia: Материалыконф. «Association of Pedagogues and Social Workers of Russia». – 24-29 мая. – М., 1993. 6. Андреева Л.Н. Люди и общество: учебно-методическое пособие для фак. журналистики, фак. философии и социальных наук. – Минск: БГУ, 2008. – 145 с. 7. Louis Rogers&Jrennifer Wilkin. Skillfull: Reading&Writing. Student’s Book 1. Macmillan Academic skills. – 110 p. 2013. 8. Louis Rogers&Jrennifer Wilkin. Skillfull:Reading&Writing. Student’s Book 2. Macmillan Academic skills.110p. 2015. 9. Хисамова В.Н., Ахметзянов И.Г., Гараева А.К., Шипилина А.А. Английский язык для религиоведов: учебное пособие. – Казань, 2014. 10. Clive Oxenden, Christina Latham-Koenig, Paul Seligson. New English File. Intermediate. Student’s book. Oxford University Press. – 159 p. 2012. 11. S. Hix and M. Whiting. Introduction to political science. PS1 172. 2012. University of London. 178 p. 12. The University of North Carolina. Writing Center handout on writing in the discipline of Political Science. 102p. 2011. 13. Толстикова Т.А. Спецкурс «Politology» (Unit 1) – Terrorism. Moscow, 2006. – 71 p. 14. Английский для социологов / сост.: Н.С. Харламова, Ю.Б. Тишина, И.А. Адрианова. – М., 2009. – 132 с. 15. Хозеева И.Н. Сборник текстов по специальности: учебнометодическое пособие для студентов / сост.: Т.И. Шакирова, к.п.н., доцент кафедры лингвистики и иностранных языков КГУ им. К.Э. Циолковского. – Казань. 2008. – 150 с. 16. Macmillan English Dictionary for advanced learners. New Edition. 2007. 1220 p. 92

17. Решитько Е.В. Английский язык: учебно-методическое пособие к практическим занятиям и самостоятельной работе студентов 1 курса, обучающихся по направлению подготовки 050400-«Психолого-педагогическое образование», профиль «Психология и социальная педагогика», квалификация «Бакалавр». 18. Barker R. The Social Work Dictionary. – 2nd ed. Silver Spring: NASW Press. 1991. – xv, 287 p. 19. New Encyclopaedia Britannica. – Chicago, Auckland, London, Madrid, Manila, Paris, Rome, Seoul, Sydney, Tokyo, Toronto: Encyclopaedia Britannica Inc., 1994. – V. 1-29. 20. Social work in Russia: Материалыконф. «Association of Pedagogues and Social Workers of Russia». – 24-29 мая. – М., 1993. Қолданылған интернет сайттар 1. Research/Lecture 01. Role of science in modern society.ppt 2. Kazakhstan government, political system 3. The Political System of the USA 4. www.bbc.co.uk/religion/religions 5. www.bbc.co.uk/corporate2/insidethebbc 6. www.communitycare.co.uk 7. Studopedia.org/2-47027html 8. www.caswe-acfts.ca 9. www.learnhowtobecome.org/social-worker/ 10. www.cosw.sc.edu/about-the-college/what-is-social-work 11. www.globalissues.org/issue/2/causes-of-poverty 12. www.learnhowtobecome.org/social-worker/

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МАЗМҰНЫ Алғы сөз...................................................................................... 3 Unit І. Individual and Society.................................................... 4 Individual and society................................................................... 4 Living by the rules ........................................................................ 7 Amish Folk ................................................................................... 8 Unit ІІ. Social Pedagogy ............................................................. 10 Social Pedagogy ........................................................................... 10 Social Pedagogy in Practice ......................................................... 14 Historic Development ................................................................... 15 Unit ІІІ. Religion......................................................................... 17 Islam at a Glance .......................................................................... 17 Islamic Art .................................................................................... 20 Monuments of the Islamic World ................................................. 22 The Qur’an ................................................................................... 24 Unit ІV. Political Science ........................................................... 26 Government and Politics .............................................................. 26 Globalisation: Uniting People or Destroying Planet?................... 29 Is there a Definition of Terrorism? ............................................... 30 What is a Political Science? ......................................................... 32 Unit V. Social Work ................................................................... 35 What is Social Work ..................................................................... 36 Social services .............................................................................. 39 Funding of social services ............................................................ 41 My speciality ................................................................................ 43 Texts for Self-Study .................................................................... 45 Rights and restraints ..................................................................... 45 Nation of diversity ........................................................................ 45 The British people as they are ...................................................... 47 Social pedagogy............................................................................ 49 94

The problems of Children and Adolescents ................................. 53 Childhood depression ................................................................... 54 Islam ............................................................................................. 55 Christianity ................................................................................... 59 Buddhism...................................................................................... 62 Judaism ......................................................................................... 66 Hinduism ...................................................................................... 69 Plato .............................................................................................. 73 The United Nations....................................................................... 74 The Different International Organizations ................................... 76 Protecting human rights ................................................................ 77 Optional Protocol on the involvement of children in armed conflict ........................................................ 78 A career as a social worker ........................................................... 80 The growth of social services ....................................................... 81 Evolution of social work .............................................................. 82 Social Assistance .......................................................................... 82 Large families as object of social work ........................................ 83 Poverty.......................................................................................... 84 Active vocabulary ....................................................................... 86 Библиографиялық тізім .......................................................... 92

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Оқу басылымы ENGLISH FOR HUMANITARIAN FACULTIES ГУМАНИТАРЛЫҚ ФАКУЛЬТЕТТЕРГЕ АРНАЛҒАН АҒЫЛШЫН ТІЛІ Оқу-әдістемелік құралы Стереотиптік басылым Құрастырғандар: Карашина Гульнар Тугельбаевна Оразаева Гульжанат Алхановна Алмабаева Гульнур Болатовна Артыкова Еркеш Уразахуновна Компьютерде беттеген және мұқабасын безендірген Қ. Өмірбекова ИБ № 10011 Басуға 07.07.2020 жылы қол қойылды. Пішімі 60х84 1/16. Көлемі 6,0 б.т. Офсетті қағаз. Сандық басылыс. Тапсырыс №4023. Таралымы 100 дана. Бағасы келісімді. Әл-Фараби атындағы Қазақ ұлттық университетінің «Қазақ университеті» баспа үйі. 050040, Алматы қаласы, әл-Фараби даңғылы, 71. «Қазақ университеті» баспа үйі баспаханасында басылды.