The function of Latin in intercultural communication is examined in this article, which includes examples from the history of medical vocabulary. The authors investigate the issue of intercultural communication formation in the context of the subject «Latin language», emphasizing the significance of incorporating humanitarian material into classes in order to achieve the potential for the individual's cognitive and creative capacities to develop.
Keywords: humanitarian training, Latin language, medical terminology, humanitarian training, intercultural communication, ancient culture.
The Latin language has retained its importance as the language of the Catholic religion, government, intercultural interaction, education, and scientific, technical, medical, legal, administrative, and political terminology for many centuries, mainly becoming the cultural code of the European cultural space. The Latin language has fallen out of active use in this contemporary world, but there are efforts on to revive the Latin language and classical education, as well as arguments concerning its practical value. Proponents of the revival of the Latin language maintain that it is vital to study it, considering it as the philological foundation of humanitarian education, a means of developing analytical and intellectual capacities, and a means of forming comprehensive cultural knowledge. Cross-cultural communication is developing in nearly all areas of human efforts in modern civilization.
Let us examine the medicine, where the Latin language is used as instrument of professional intercultural communication. Latin language is a humanities cycle discipline that teaches a novice student how to think scientifically, in terms of concepts and categories relevant to their future specialty. The subject «Latin language» lays the foundations of scientific knowledge and supports to get used to the specialty. to the specialty. The doctor's communicative abilities, his word, and his capacity to build a trusting relationship with the patient and explain the treatment process to the patient indicate his professionalism, which, in turn, boosts a person's chances of recovery. As a result, the doctor's discursive competence and the effectiveness of treatment are closely tied.
It's tough to understand foreign-language, professionally oriented publications replete with international Greek-Latin vocabulary if you don't know Latin. The Latin language forms the basis of all national sublanguages of medicine, thereby contributing to interlanguage professional communication. «Invia est in medicina via sine lingva latina, The path in medicine is impossible without the Latin language» doctors remark, and it's no coincidence.
In practically all national sublanguages of clinical medicine, the names of diseases, pathological states, methods of assessment, and treatment of the patient are conveyed using Greek-Latin terminology. Examples include terms such as arthritis, gastritis, stenosis , and anaemia . In the English medical glossary, these terms are translated through transliteration: arthritis, gastritis, stenosis, anemia (especially in English language the translation nearly the same). Often, even if there is an English version of a particular term, doctors prefer a Greek synonym (not «high blood pressure», but «hypertension», not «gland tumor», but «adenoma», not «science of heart diseases», but «cardiology», not «specialist in oral diseases», but «dentist», etc.). All of this, of course, leads to the internationalization of medical language, which fosters more international cooperation and intercultural communications in the medical field.
Western European medicine is built upon the foundation of ancient culture.
In the collection of works of Hippocrates «Corpus Hippocraticum» («Hippocratic Corpus»), who lived in the 5th century BC, you can find the names of many modern terms (bronchus, acromion, erythema, asthma, coma, herpes, cholera, epidemic, carcinoma, typhus, emphysema, etc.).
The Greek scientist and philosopher Aristotle's impact to medical nomenclature is impossible to overlook. In his publications, he not only coined new terms such phalanx, aorta, trachea, diaphragm, and glaucoma, but also defined the meaning of other well-known ones (for example, the term meninx «shell» was narrowed down to the meaning of «brain shell» ) .
It should also be mentioned that the language of international communication is now becoming the language of culture.
The Latin language course has a rich cultural content. The difficulty lies not in finding the material, but in selecting it and using it optimally. This use of cultural knowledge presupposes a personal and creative attitude of the teacher himself. Each lesson can be used to develop international communication skills within the context of the subject «Latin language». There are several possibilities for this. Thus, while teaching learners of the new meaning of the phrase, the instructor might refer to the etymology of the phrase, as well as the historical vicissitudes of its evolution, rather than providing straightforward and simple interpretations. The chance to broaden pupils' worldviews is provided to the Latinist at every step. The material used for etymologizing may extend beyond the area of the examined vocabulary. Students learn about the origin of the term on the one hand, and the relevance of the subject being studied on the other.
Latin aphorisms, maxims, and flying phrases, as well as their humanistic meaning and historical context, are extremely valuable cognitive and pedagogical resources. Aphorisms, as you may be aware, are widely applied in the media. Everyone has heard the lines Per aspera ad astra (Through the thorns-to the stars), Omnia mea mecum porto (I carry everything with me (i.e., a person's true wealth is in his inner world)), Alma mater (Nursing mother) (we are talking about a higher educational institution). During the period of teaching Latin, the possibility of developing students' thinking and enriching their erudition is realized by filling classes with humanitarian content (comments on such onomastic terms as Achilles'tendon, Hippocratic face, Antigone, Electra, Oedipus complexes, mythological associations with pharmaceutical terms, such as Adonis, birch, morphine, etc.).
The entire learning process takes place against the background of poster information, which reflects such topics as the origin of medical emblems, the mottos of the medical profession, the history of the hymn «Gaudeamus», samples of student translations of the hymn, the history of the calendar, Latin winged words, aphorisms and maxims, drawings, etc. Teaching Latin grammar not only removes students' difficulties in memorizing vocabulary, but also expands their interpretive abilities, informative and spiritual potential (turning to ancient literature, an excursion into the history of the word). In addition to dealing with words, the Latin language offers unique potential for the construction of the image of homo sapiens, as well as standards and standards of behavior for anybody in any profession or in life, owing to its rich aphorism.
The value of adding linguistic issues and cultural concerns about ancient civilization in Latin language instruction materials is undeniable: they assist to build creative and logical thinking, the capacity to reason on themes relevant to future professions, improve literacy, and broaden vistas. Recently, more and more often talk about the crisis of intelligence and the weakening of spiritual values. Humanitas includes not only humanity and compassion, but also a certain level of culture, intelligence and education.
It is possible to solve the problem of humanization of society only in the conditions of education, since it is here that the norms and rules of behavior, traditions are laid down. And here, first of all, the potential of the sciences of the humanities cycle, combining cognitive and educational aspects, should be taken into account. Latin, along with other humanities, acts as a counterweight to the world of frenzied rhythms, rapidly changing technologies, information boom, constant lack of time, and rigid commercial technologies. Humanitarian training creates a foundation for strengthening the growth of positive aspirations of the future specialist's personality, understanding responsibility for their activities, the ability to think independently and solve problem situations.
However, humanitarian training should not be limited only to grammatical material on the Latin language, even the translation of aphorisms, it is necessary to get acquainted with ancient history and culture. Students should prepare their own reports and accompanying presentations related to antiquity. The absence of an interlocutor in modern means of communication is a serious problem of modern man. Mobile phone, Internet connection makes his speech less expressive, bright and correct. Reading the report and even a small message helps to liberate the speaker, teaches to express thoughts clearly, clearly, using special terms of Latin origin, the meaning of which the students correctly understand, gives the student the opportunity to express their point of view on the topic of the speech and cause the audience to discuss what they have heard.
Why is there a need for «ancient literacy» in general, at least at the primary level?
If we omit the great importance and benefit that the knowledge of ancient languages brings to science and spiritual development, the utilitarian use of Latin in everyday life remains important. Here, the ignorant not only loses many times more, but also simply suffers. What are some Latin abbreviations, generally accepted and easily understood all over the world: a.m. /p.m. a.m. ( ante meridiem before noon, that is, the time from 0 o'clock to 12 o'clock in the afternoon); p. m. ( post meridiem in the afternoon, that is, the time from 12 o'clock in the afternoon to 0 o'clock); N. B. ( Nota bene! Note well, or Pay attention!); P.S. ( Post scriptum After written), e.g. ( exempli gratia for example), etc. ( et cetera and so on).
Knowledge of the Latin language and ancient culture would greatly increase the intelligence and knowledge quotient. Until now, the table of Latin abbreviations of chemical elements for some remains a mystery, as well as many biological and physical terms. Schoolchildren cram the theorems of Thales, Pythagoras, and the laws of Archimedes, not knowing that these philosophers are famous not only in the field of angles and circles.
In modern society, the globalization of information networks, which results in, among other things, a multiple increase in the amount of knowledge necessary for successful professional activity, leads to a rapid aging of the «professional baggage» accumulated during the period of study at the university. That is why the importance of the system of continuing education (often abroad) and the ability of the graduate to self-education and development is increasing more than ever. Here, too, it is impossible not to recall the role of the Latin language, because it was he who influenced all the Romance languages.
Other languages have also been affected. It is estimated, for example, that of the 20,000 most common words in the English language, almost 10,400 have Latin roots, 2,200 have Greek roots, and only about 5,400 have Anglo — Saxon roots. The lexical core of modern international medical terminology consists of term elements that go back to the Greek language. A huge number of words of the Russian language also have a Greek-Latin origin. Let us recall at least some words related to higher education. This is an audience (Lat. audire to listen and Lat. suf. with the end. orium place), a colloquium (Lat. colloquium conversation, conversation), lecture (Lat. lectio reading), associate professor (Lat. docere teach), professor (Lat. professor mentor).
Conclusion: I would want complete with the words of Wilhelm von Humboldt, the most prominent exponent of German classical humanism: «Every language has its own unique worldview. Just as a single sound stands between an object and a person, so the whole language stands between a person and nature, which affects him from within and from without. And each language describes a circle around the people to whom it belongs, from which a person is given to leave only insofar as he immediately enters the circle of another language» [1, p.37].
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