Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 1

PERCEPTION OF EDUCATION AS A VALUE: SOCIO-PSYCHOLOGICAL

INTERPRETATION OF DATA FROM A COMPARATIVE ASSOCIATIVE

EXPERIMENT CARRIED OUT IN RUSSIA AND GERMANY

PERCEPÇÃO DA EDUCAÇÃO COMO VALOR: INTERPRETAÇÃO SÓCIO-

PSICOLÓGICA DE DADOS DE UMA EXPERIÊNCIA ASSOCIATIVA COMPARATIVA

REALIZADA NA RÚSSIA E NA ALEMANHA

PERCEPCIÓN DE LA EDUCACIÓN COMO VALOR: INTERPRETACIÓN

SOCIOPSICOLÓGICA DE DATOS DE UN EXPERIMENTO ASOCIATIVO

COMPARATIVO REALIZADO EN RUSIA Y ALEMANIA

Nina Vasilievna ZHUK

Sergej Nikolaevich KURILOV

Anna Igorevna KHLOPOVA

ABSTRACT: The authors deal with various approaches to the problem of determining and

ranking values. The data of two free associative experiments conducted in 2019 with German

and Russian native speakers has been analyzed. The received associates are classified,

according to the model of associative meaning created by V.A. Pischalnikova. The model of

associative meaning includes a “fundamentally functional, dynamic correlation” of the

following components: concept, conception, content area, association, operational reactions,

which can reflect culturally determined meanings and emotionally evaluative relations between

language units. The psycholinguistic model has been chosen by the authors because it represents

personal meaning as a functional phenomenon and allows us to trace semantic shifts of the

meaning in the relation between stimulus and reaction. The socio-psychological interpretation

of the data is given. The authors have concluded that the negative perception of education

speaks for the transformation of education as a social institution.

KEYWORDS: Education. Basic values. Free associative experiment. Model of associative

meaning. Associative field.

RESUMO: Os autores lidam com várias abordagens do problema de determinação e

classificação de valores. Os dados de dois experimentos associativos gratuitos realizados em

2019 com falantes nativos de alemão e russo foram analisados. Os associados recebidos são

classificados, de acordo com o modelo de significado associativo criado por V.A.

Pischalnikova. O modelo de significado associativo inclui uma “correlação dinâmica

fundamentalmente funcional” dos seguintes componentes: conceito, concepção, área de

conteúdo, associação, reações operacionais, que podem refletir significados culturalmente

National Research University “Moscow Power Engineering Institute”, Moscow - Russia. ORCID:

https://orcid.org/0000-0002-3534-6226. E-mail: ZhukNV@mpei.ru

National Research University “Moscow Power Engineering Institute”, Moscow - Russia. ORCID:

https://orcid.org/0000-0002-9829-4726. E-mail: kurilov85@mail.ru

Moscow State Linguistic University, Moscow – Russia. ORCID: https://orcid.org/0000-0002-6576-4111. E-

mail: chlopova_anna@mail.ru

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 2

determinados e relações emocionalmente avaliativas entre unidades de linguagem. O modelo

psicolinguístico foi escolhido pelos autores, pois representa o significado pessoal como um

fenômeno funcional e nos permite traçar deslocamentos semânticos do significado na relação

entre estímulo e reação. A interpretação sociopsicológica dos dados é dada. Os autores

concluíram que a percepção negativa da educação fala pela transformação da educação como

instituição social.

PALAVRAS-CHAVE: Educação. Valores básicos. Experiência associativa gratuita. Modelo

de significado associativo. Campo associativo.

RESUMEN: Los autores abordan varios enfoques del problema de determinar y clasificar los

valores. Se han analizado los datos de dos experimentos asociativos libres realizados en 2019

con hablantes nativos de alemán y ruso. Los asociados recibidos se clasifican, según el modelo

de significado asociativo creado por V.A. Pischalnikova. El modelo de significado asociativo

incluye una “correlación dinámica fundamentalmente funcional” de los siguientes

componentes: concepto, concepción, área de contenido, asociación, reacciones operativas, que

pueden reflejar significados culturalmente determinados y relaciones emocionalmente

evaluativas entre unidades lingüísticas. El modelo psicolingüístico ha sido elegido por los

autores, porque representa el significado personal como fenómeno funcional y nos permite

rastrear cambios semánticos del significado en la relación entre estímulo y reacción. Se da la

interpretación socio-psicológica de los datos. Los autores han llegado a la conclusión de que

la percepción negativa de la educación habla de la transformación de la educación como

institución social.

PALABRAS CLAVE: Educación. Valores básicos. Experimento asociativo libre. Modelo de

significado asociativo. Campo asociativo.

Introduction

Nowadays researchers of different branches of science are addressing universal human

values. However, in the scientific community it is rather unclear which values can be considered

basic and which values are secondary. This happens, because the concept “value” itself remains

quite controversial in many philosophical, sociological, linguistic, and cultural interpretations.

It is generally accepted that the term “value” as a philosophical concept was first

formulated by the German philosopher and thinker I. Kant (1992). In the modern dictionary of

intercultural communication terms several definitions of this concept are presented

(ZHUKOVA et al., 2017). The first definition was given by American anthropologists C.

Kluckhohn and F. Strodtbeck. In their opinion, values are “a set of ideas approved and shared

by most people about what is desirable for an individual or a group of individuals, which

determines the choice of goals (of an individual or a group), taking into account possible ways

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 3

of action” (КLUСKHOHN et al., 1951). Due to this definition values can be interpreted as the

embodiment of deep-seated individual, social and institutional needs.

According to the following definition given in the dictionary, values are “sociological

constructs of culture, a set of hierarchically organized prescriptions that prescribe a choice of

actions or a mode of existence that take distinct shape in different cultures and are preserved

for a long time” (ZHUKOVA et al., 2017).

Russian culturologist and philosopher M.S. Kagan believes that value is “a cognitive

structure, the result of cognitive activity and the assessment of the subject’s relationship with

the object, a special axiological concept that is represented verbally and nonverbally”

(KAGAN, 1997).

Y.E. Prokhorov and I. A. Sternin suggested that the terms “values” and “principles”

should be differentiated. By values scientists mean social, socio-psychological ideas and views

shared by people and inherited by each new generation, and by principles – specific stereotypes

of thinking and behavior; these are “general opinions”, ideas, beliefs, stable habits in activity,

mechanisms of causal attribution (PROKHOROV; STERNIN, 2006, p. 37).

K. Schlecht defines values as ideas which are generally considered desirable by people

and provide orientation for them (SCHLECHT, n.d.).

Based on various lists of basic values (SCHWARTZ, 2006; 2008; DEESE, 1965;

FILIPPOVA, 2012; RYABOV; KURBANGALEEVA, 2003), we have selected 28 values that

had been mentioned in all the lists and that, in our opinion, may be included in the core of basic

values: security / Sicherheit, wealth / Reichtum, faith / Glaube, power / Macht, attention to

people / Aufmerksamkeit auf die Menschen, harmony / Harmonie, money / Geld, trust /

Zutrauen, prosperity / Wohlstand, friendship / Freundschaft, life / Leben, legality /

Gesetzlichkeit, health / Gesundheit, truth / Wahrheit, mercy / Mitleid, peace / Frieden,

independence / Unabhängigkeit, education / Bildung / Ausbildung, peacefulness / Ruhe,

decency / Anständigkeit, work / Arbeit, homeland / Heimat, family / Familie, justice /

Gerechtigkeit, labor / Arbeit / Mühe, respect for parents / Aufmerksamkeit auf die Eltern,

respect / Respekt, success / Erfolg.

This list of values was given to the examinees during the ranking experiment, the task

of which was to distribute the values in decreasing order of importance for them. 100 German

and Russian native speakers, aged 17 to 23 years, were surveyed. As noted by Y.N. Karaulov,

in this period the language identity of a person starts to develop, and responses may reflect the

linguistic ability of respondents (KARAULOV, 1981). Russian respondents are students of

Moscow universities (MSLU, MPEI, RANEPA), German respondents are students of

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 4

University of Vechta, University of Potsdam and Humboldt University of Berlin. The value

family (averagely – 1.5) belongs to the highest rank for Russian respondents, the value power

(averagely – 26) is referred to the lowest rank. For German students family / Familie belongs

to the highest rank as well (averagely – 2.48), whereas power / Macht appears to be of the

lowest rank (averagely – 30.8).

Comparative analysis of the attitude to education of german and russian respondents

Education, one of the basic values mentioned above, has been chosen for analysis,

because it is impossible to deny the role of education in society. A person of any culture wants

to gain knowledge. That’s why people are likely to include education in a number of basic

values. “[...] Education is a form of socialization, the aim of which is the introduction to the

part of human culture, the elements of which are actualized in the life of society as positive and

socially significant values” (KURILOV; KUZMINOV, 2018, p. 58).

Education plays an important role not only for an exact individual but also in “the

definition of national self-identification and the formation of civic consciousness”

(FILIPPOVA, 2012). Education is one of the foundations for the development of any society

and is recognized as a moral value. According to V.A. Artyomov, education contributes to “the

formation of a life-affirming spiritual attitude, of an appropriate understanding of value

priorities that can make personal and social being meaningful (ARTYOMOV, 2002).

According to the ranking experiment, the basic value education takes 26th place for

Russian examinees; the value Bildung / education occupies 14th place, and the value

Ausbildung / education – 20th place for German examinees.

The difference between the concepts Bildung / education and Ausbildung / education is

connected with the difference between the lexical items in the German language. According to

the definition presented in the Duden, the famous dictionary of the German language, die

Bildung - 1. das Bilden, Erziehung / education, upbringing; das Gebildetsein / to be educated,

erworbenes Allgemeinwissen / acquired knowledge, broadmindedness; gutes Benehmen / good

behavior. 2. das Bilden, das Formen / formation; Schaffung / creation. 3. Das Sichbilden /

formation; Form, Gestalt / form, image. 4. Gebildetes (besonders von jemandem gebildetes

Wort) / sth is formed (especially a word created by someone). Die Ausbildung - 1. das

Ausbilden, das Ausgebildetwerden / training. 2. das Ausbilden, das Sichausbilden / training,

self-education. In German linguoculture “die Bildung” is primarily associated with gaining

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 5

knowledge at school or gaining basic knowledge, “die Ausbildung”, on the contrary, with

obtaining professional knowledge (DUDEN, n.d.).

According to the desk book «Germany. Facts», Germany is one of the most advanced

countries in terms of research and academic education. Germany occupies the third place among

the countries with the largest number of Nobel laureates. Germany has kept traditions in the

field of science and technology and is therefore considered a competitive country in the field

of education. There are more than 400 universities in Germany and a large number of well-

known research institutions. Because of its success in research, Germany is one of the leaders

in innovation among the countries of the European Union. Politicians encourage scientific work

in every possible way and open various projects for scientists. In 2014, Germany became the

first country in the EU to introduce a strategy for the further development of the European

Research Area (ERA). 87% of the adult population of Germany has completed secondary or

higher education. It is also worth mentioning that, according to «Germany. Facts», the number

of freshmen in 2005 was 37% and more than half of young people in Germany went to college

in 2018. Germany's Federal Training Assistance Act, mostly known by its abbreviation BAföG,

makes it possible for people to study regardless of their financial situation.

The school system in Germany is run by 16 federal states. Each federal state sets its own

laws and regulations for schools. According to the statistics of 2017, in the academic year

2016/17 11 million people attended 42322 comprehensive schools and vocational schools.

798180 teachers taught there. The aim of German politicians is to support preschool education

and create a smooth transition to primary school. The German school is divided into three

levels: elementary school (1-4 / 6 grade), high school I and high school II. Secondary school is

divided into: basic school (5-9 / 10 grade), real school (5-10 grade) and gymnasium (5-12 / 13

grade). The topic regarding secondary school, in our opinion, remains debatable. At the end of

elementary school, students write the final work, according to the results of which they are

going to study in one of the listed schools. Those who graduate from a real school receive a

certificate of secondary education. Those who graduate from a gymnasium and successfully

pass an exam for a matriculation certificate receive a matriculation certificate. Moreover, only

a matriculation certificate allows someone to enter a university (HINTEREDER, 2018).

From this perspective on education in Germany, it seems worthy. However, to establish

a psychologically relevant meaning of the value, we need the results of the free associative

experiment.

We believe that, with the help of the associative experiment, we can establish the

subjective semantic fields of words created in the human mind, as well as determine the nature

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 6

of the semantic connections of words within the associative field – an interpretive construct that

essentially combines both internal and external connections of a word as a unit of language

(ZALEVSKAYA, 2012). An associative experiment records a variety of verbal and nonverbal

associations. Moreover, by examining the semantic structure of words-correlates in a number

of languages, one can discover not only their lexical-semantic variants but also the relevance

of each variant for native speakers (ZALEVSKAYA, 2012).

Respondents have given 100 reactions to the word-stimulus Bildung / education which

we are going to distribute, according to the model of associative meaning created by V.А.

Pishchalnikova (1999):

1. Reactions-concepts (16 reactions):

- The way of getting an education: lernen / to study (7), Studium / study (2), akademisch

/ academic, Erziehung / upbringing – 11 reactions;

- The result of education: Beruf / profession, Kenntnisse / knowledge, mündig sein / to

be a grown-up, Wissen / knowledge, wissen / to know – 5 reactions;

2. Reactions-conceptions (54 reactions):

- The place of getting an education: Schule / school (45), Universität / university (3),

Deutsch / German, Deutschland / Germany, Uni / university - 52 reactions;

- The result of education: Abschluss / graduation, Privileg / privileges - 2 reactions;

3. Emotionally evaluative reactions (29 reactions):

- Positive reactions: wichtig / important (11), Zukunft / future (4), Entwicklung /

development (3), Erfolg / success (2), frei / free, generationsfragend / aimed at the generation,

Grundlage / foundation, Grundstein / basis – 24 reactions;

- Negative reactions: hart / difficult, kommt darauf an / depends on, schlau / cunning,

stress / stress, Weltopfer / victim of public opinion – 5 reactions;

4. Operational reactions: machen / to get – 1 reaction;

5. Cultural reactions: Abitur / final exam – 1 reaction.

The largest number of given reactions belongs to reactions-conceptions (54%). The

nuclear (most common) reaction is Schule / school (45%). The nuclear reaction clearly indicates

that the Germans differentiate between the concepts Bildung and Ausbildung, as we described

earlier. The number of reactions associated with higher education (Universität / university, Uni

/ university) is eleven times smaller.

Reactions-concepts primarily represent where education occurs: at school (lernen / to

study) or at university (Studium / study, akademisch / academic). Reactions that indicate getting

an education at school also prevail. Five reaction-concepts are associated with the result of

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 7

education. First of all, German respondents connect education with the acquisition of

knowledge: both theoretical and practical, as well as basic, that allows them to obtain a

profession and grow up.

Among reactions-conceptions one can also distinguish the meanings “the place of

education” and “the result of education”. Reactions reflecting the meaning “getting an

education” are associated with the division of school and university. It’s interesting that

education for some German respondents is associated with obtaining privileges and reaping

benefits.

29% of reactions are emotionally evaluative. Moreover, the number of positive reactions

is 5 times bigger than of negative ones. Positive reactions indicate the importance of education

for German respondents. The reaction wichtig / important is included in the number of nuclear

reactions (11% of all reactions). At the same time, respondents explain why education is

important for them and why they consider it to be a value. Education is a definite basis for

respondents and is of great importance for their future, as it aids development and helps to

achieve success in life. Negative reactions indicate the difficulty of getting an education and a

lot of work as well. One of the respondents believes that education is useless and those who

strive to acquire knowledge are only “victims of public opinion”. However, negative reactions

are inconsiderable (5% of all reactions).

The operational response indicates that the lexical unit is used in everyday life.

The culturological reaction Abitur / final exam is interpreted in the Duden, as

Abschlussprüfung an einer höheren Schule; Reifeprüfung; höher Schulabschluss; Berechtigung

an einer Hochschule zu studieren / final exam at high school, matriculation exam; high school

graduation; permission to attend high school. First of all, it is a certificate of graduation from

gymnasium. It allows one to enter the university without additional exams. Based on the final

grade for the final exams, the applicant is enrolled or not enrolled in the selected university.

This exam was established in 1788 in Prussia. Until the 18th century, German universities

conducted entrance examinations themselves. But since 1834, just Abitur (the final exam) is

considered to be the only entrance exam to the university. To obtain a certificate, an applicant

must score 300 points for five exams.

Nuclear (most frequent) reactions of German respondents include Schule / school (45),

lernen / to study (7), wichtig / important (11) and the largest number of reactions representing

the meaning “the place of education” (52%).

Thus, for German respondents Bildung / education is, indeed, an important value, and

lexicographic resources confirm that.

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 8

Let us now analyze the concept Ausbildung / education. The reactions to the word-

stimulus are classified in accordance with the chosen model of associative meaning.

1. Reactions-concepts (46 reactions):

- The way of getting an education: Studium / study (14), lernen / to study (7), studieren

/ to study – 22 reactions;

- The result of education: Beruf / profession (14), Arbeit / work (3), arbeiten / to work

(3), Bachelor / bachelor (2), Job / part-time job (2) – 24 reactions;

2. Reaction-conceptions (27 reactions):

- The place / method of education: Schule / school (5), Uni / university (4), Universität

/ university (3), Lehre / technical school (3), Bankausbildung / banking training, Bücher / books,

Deutschland / Germany, Forschung / research, geregelter Ablauf / routine, Information /

information, Lernen eines Berufs / study of a profession, Praktikum / practice – 20 reactions;

- The result of education: Betrieb / company, Bewerbung / applying for a job or

university, Gehalt / salary, Koch / cook, Möglichkeit / opportunity, Schulabschluss / graduation,

Werk / factory – 7 reactions;

3. Emotionally evaluative reactions (23 reactions):

- Positive reactions: Erfolg / success (2), Grundstein / basis (2), praktisch / practical (2),

Weiterentwicklung / further development (2), wichtig / important (2), besser / better, sich

entfalten / to reveal one’s identity, glücklich / happy, gute Zukunft / good future, lustig /

cheerful, selbstverständlich / self-evident, sich weiter bilden / to develop further, solide / decent,

Zukunft / future, zukunftssichernd / guaranteeing the future – 20 reactions;

- Negative reactions: anstrengend / intense, Ehrgeiz / vanity, sehr kurz / very short – 3

reactions;

4. Operational reactions: machen / to get - 1 reaction;

5. Cultural reactions: Lehre / technical school (3) – 3 reactions.

The largest number of reactions belongs to reactions-concepts (46%). These reactions

correspond to the vocabulary meaning of the word Ausbildung / education. We can distinguish

the following features in reactions-concepts: meanings “the way of getting an education” and

“the result of education” are represented by approximately the same number of reactions (22

and 24 reactions respectively). Reactions that reflect the meaning “a way of getting an

education” also indicate lexical differences revealed earlier. The concept Ausbildung /

education is mainly associated with obtaining higher or vocational education, as the reactions

Studium / study (14), studieren / to study indicate. This lexical and conceptual difference is also

confirmed by the reaction-conceptions Uni / university (4), Universität / university (3), Lehre /

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 9

technical school (3), Bankausbildung / banking training, Lernen eines Berufs / study of the

profession. 24 reactions-concepts and 6 reaction-conceptions reflect the meaning “the result of

education”, which respondents see in the acquisition of a particular profession, getting a job,

earning money or other opportunities.

Positive emotionally evaluative reactions prevail over negative reactions in almost 7

times (20 and 3 reactions respectively). Respondents connect education with success; consider

higher and professional education to be the basis for a good job and a prosperous life in general.

Education can guarantee good future (gute Zukunft / good future, Zukunft / future,

zukunftssichernd / guaranteeing the future). Reactions Weiterentwicklung / further development

(2), sich entfalten / to reveal one’s identity, sich weiter bilden / to develop further indicate the

desire of the respondents to continue their education and self-development.

Negative reactions tell about the difficulty of getting an education and a small amount

of time dedicated to it. The reaction Ehrgeiz / vanity is syncretic. It could be included in the list

of cultural reactions. Good education is highly-valued in German culture. Specialists, masters,

candidates and doctors of sciences are proud of what has been achieved.

The term “Lehre” (“technical school”) should be understood as training on the

workplace. Moreover, a person studies at school at the same time. Usually, an employer enters

into a contract with a student, according to which the employer has the right to train those who

wish to master a particular profession.

The nuclear reactions to the word-stimulus Ausbildung / education are Beruf / profession

(14), Studium / study (14), lernen / to study (7), Schule / school (5), Uni / university (4). The

psychologically relevant content of the concept Ausbildung / education should be understood

as studying at school or at higher / vocational educational institution in order to get a certain

job.

By comparing the mentioned meanings, we can note that the meanings of the two

concepts partially coincide. The way of getting a school and higher / vocational education

comes down mainly to studying and gaining new knowledge. The result of education expressed

in reactions-concepts is, however, partially different, which is connected with the difference in

lexemes. When it comes to the concept Bildung / education, the result is aimed at gaining new

basic knowledge, and when it comes to the concept Ausbildung / education, the result is getting

a good job. Reactions-conceptions that reflect the meaning “the place / method of getting an

education” are mainly associated with obtaining knowledge at school or university. The amount

of positive emotionally evaluative reactions is 5-6 times bigger than of negative reactions. The

psychologically relevant attitude to the concepts Bildung / education and Ausbildung /

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 10

education is positive in German culture. German respondents emphasize the importance of

getting a good education and associate it with good and secure future.

Now, we are going to analyze the reactions of Russian respondents of the same age and

to distribute the reactions in accordance with the model of associative meaning:

1. Reactions-concepts (13 reactions):

- The method / place of education: labor, study – 2 reactions;

- The result of education: knowledge (8), intellect (2), mind – 11 reactions;

2. Reactions-conceptions (57 reactions):

- The method / place of education: school (11), book (2), RANEPA (2), self-

development (2), university (2), teacher (2), classroom, globe, abroad, institute, psychology,

way – 27 reactions;

- The result of education: higher (19), diploma (5), money (2), career, levitation,

elevator, work – 30 reactions;

3. Emotionally evaluative reactions (28 reactions):

- Positive reactions: future (2), interest (2), good, important, importance, upwards,

opportunity, road to success, best, necessary, help, privilege – 14 reactions;

- Negative reactions: nonsense, expensive, sufferings, torment, not important, normal,

need, torture, boredom, burden – 10 reactions;

4. Operational reactions: free, complete – 2 reactions.

We have managed to highlight only 4 meanings among reactions of Russian examinees:

reactions-concepts, reactions-conceptions, emotionally evaluative reactions, and operational

reactions. In this case there were no cultural reactions at all.

The largest number of reactions belongs to reactions-conceptions (57%). We have also

highlighted the meanings that reactions reflect. 27% of all reactions indicates the method and

place of education. At the same time, we have noted that the reaction school is the nuclear

reaction. The reaction higher is also one of most common reactions, but during the survey it

was found out that young people consider higher education not as a process, but as a result that

can help them find a decent job. At the same time, respondents believe that education can be

obtained not only at school or university, but they can also get it on their own. The reaction

abroad appeared to be quite interesting. During the conversation with the respondent we have

found out that for that very person getting an education abroad is the only possible way of doing

it. It is well-known that specialists who have received higher education abroad are appreciated

in Russia. As a result of education respondents see getting a job, a career and income.

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 11

The number of reactions-concepts is only 13% of all reactions. These reactions reflect

the meaning of the concept education. For respondents education is acquired mainly through

work and study. However, such reactions are occasional. For respondents the result of education

is gaining knowledge and increasing their own intelligence.

The number of positive and negative emotionally evaluative reactions almost coincides

(14 and 10 reactions respectively). The attitude of respondents to education is ambiguous. Some

of them consider it as a necessary stage that will contribute to their career and professional

growth, whereas others associate education with torment, torture and burden, and see no reason

to get an education.

According to the monitoring of public opinion No. 4 (98) in 2010, there is a tendency

in Russia according to which the first higher education is considered as “basic”. People don’t

tend to consider their first higher education as a contribution to their future job that they would

like to have. For employers discipline and responsibility at the workplace are much more

important than the skills of their employees. On the one hand, school is considered as a

preparatory stage for getting into high school, on the other hand, parents and students take

school education primarily for a way of acquiring specific skills, mainly communicative ones

(VERYOVKIN, 2010).

Nuclear reactions (higher (19), school (11), knowledge (8), diploma (5)) reveal,

however, the desire to get both a school and a higher education. It is either desire to get a

diploma or wish to gain knowledge. It should be noted that having a diploma does not always

mean possessing deep knowledge.

Let us compare the results of associative experiments carried out with German and

Russian examinees:

Bildung / education

Ausbildung / education

Education

Reactions-concepts:

the way of getting an

education

lernen / to study (7),

Studium / study (2),

akademisch / academic,

Erziehung / upbringing –

11 reactions;

Studium / study (14),

lernen / to study (7),

studieren / to study – 22

reactions;

labor, study – 2

reactions;

Reactions-concepts:

the result of education

Beruf / profession,

Kenntnisse / knowledge,

mündig sein / to be an

adult, Wissen /

knowledge, wissen / to

know – 5 reactions;

Beruf / profession (14),

Arbeit / work (3), arbeiten

/ to work (3), Bachelor /

bachelor (2), Job / part-

time job (2) –24

reactions;

knowledge (8), intellect

(2), work, mind – 12

reactions;

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 12

Reactions-conceptions:

the place / method of

getting an education

Schule / school (45),

Universität / university

(3), Deutsch / German,

Deutschland / Germany,

Uni / university – 52

reactions;

Schule / school (5), Uni /

university (4), Universität

/ university (3), Lehre /

technical school (3),

Bankausbildung / banking

training, Bücher / books,

Deutschland / Germany,

Forschung / research,

geregelter Ablauf /

routine, Information /

information, Lernen eines

Berufs / study of a

profession, Praktikum /

practice – 20 reactions;

school (11), book (2),

RANEPA (2), self-

development (2),

university (2), teacher

(2), classroom, globe,

abroad, institute,

psychology, way – 27

reactions;

Reactions-conceptions:

the result of education

Abschluss / graduation,

Privileg / privileges – 2

reactions;

Betrieb / company,

Bewerbung / applying for

a job or university, Gehalt

/ salary, Koch / cook,

Möglichkeit / opportunity,

Schulabschluss /

graduation, Werk / factory

– 7 reactions;

higher (19), diploma

(5), money (2), career,

levitation, elevator – 29

reactions;

Positive reactions

wichtig / important (11),

Zukunft / future (4),

Entwicklung /

development (3), Erfolg /

success (2), frei / free,

generationsfragend /

aimed at the generation,

Grundlage / foundation,

Grundstein / basis – 24

reactions;

Erfolg / success (2),

Grundstein / basis (2),

praktisch / practical (2),

Weiterentwicklung /

further development (2),

wichtig / important (2),

besser / better, sich

entfalten / to reveal one’s

identity, glücklich /

happy, gute Zukunft /

good future, lustig /

cheerful,

selbstverständlich / self-

evident, sich weiter bilden

/ to develop further, solide

/ decent, Zukunft / future,

zukunftssichernd /

future (2), interest (2),

good, important,

importance, upwards,

opportunity, road to

success, best,

necessary, help,

privilege – 14

reactions;

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 13

guaranteeing the future –

20 reactions;

Negative reactions

hart / difficult, kommt

darauf an / depends on,

schlau / cunning, stress /

stress, Weltopfer / victim

of public opinion – 5

reactions;

anstrengend / intense,

Ehrgeiz / vanity, sehr kurz

/ very short – 3 reactions;

nonsense, expensive,

sufferings, torment, not

important, normal,

need, torture, boredom,

burden – 10 reactions;

Operational reactions

machen / to get – 1

reaction;

machen / to get – 1

reaction;

free, complete – 2

reactions.

Cultural reactions

Abitur / final exam

Lehre / technical school

(3) – 3 reactions.

___

Source: Devised by the authors

The number of reactions-concepts given by Russian respondents that have the meaning

“the way of getting an education” differ from the number of those given by German examinees.

The content of reactions is also different in both cases. The reactions of German examinees are

connected with educational activities, both at school and at higher and vocational educational

institutions. For Russian respondents, such reactions are occasional.

The reactions-concepts provided by German and Russian respondents which reflect the

meaning “the result of education” partially coincide. The result of education is primarily gaining

knowledge. Reactions to the word-stimulus Bildung / education and to the word-stimulus

education reflect this. However, the frequent response Beruf / profession to the word-stimulus

Ausbildung / education is not reflected in the responses of Russian respondents. The reaction

work is occasional among reactions of Russian examinees.

Reactions-conceptions that reflect the meaning “the place / method of getting an

education” mostly coincide. The frequent response to all three words-stimuli is the reaction

school. Thus, for respondents education is primarily associated with obtaining knowledge at

school. The school that is the basis of education is of great importance in both countries.

Reactions-conceptions that reflect the meaning “the result of education” are rather

similar. The result of education involves for respondents career development, getting new

opportunities, gaining money, and various privileges.

The ratio between positive and negative emotionally evaluative reactions of German

and Russian respondents is very different. The number of positive reactions given by Germans

is certainly bigger than of negative ones. The number of positive reactions given by Russian

respondents is only 4 times bigger. However, the content of reactions is pretty similar. Both

Nina Vasilievna ZHUK; Sergej Nikolaevich KURILOV and Anna Igorevna KHLOPOVA

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 14

Russian and German people associate education with prosperous future and getting

opportunities. Respondents emphasize the importance of education in modern society.

The negative reactions of German respondents primarily reflect the complexity of the

educational process. Russian respondents, on the contrary, do not mention difficulties.

However, they describe education using negative connotative words.

Conclusion

Having analyzed all of the associates, we have distinguished the association strategies

and meanings that are similar for German and Russian linguocultures. First of all, four types of

meanings were recognized: conceptual (reactions-concepts), emotionally evaluative,

presentational (conceptions), and operational. Therefore, it is possible to establish universal

social, cultural, and linguistic peculiarities of concepts / values. The psychologically relevant

content of the basic value education in German and Russian languages reflects the importance

of this value for both cultures. For the respondents it is crucial to obtain both school and higher

/ vocational education, which is of great importance for their future.

Thus, a lot of reactions representing such components of the concept as core of the

meaning, positive and negative connotations coincide, which means that the structure of basic

values is rather stable, although its peripheral (less frequent) components may change.

However, a significantly increasing number of negative connotations presented by Russian

students speaks for the beginning of structurally-semantic restructuring of the meaning of the

word (KHLOPOVA, 2018). Emotionally evaluative reactions of Russian respondents show that

the connotation of the word education in Russian linguoculture is drastically changing. This

fact indicates that the attitude to this basic value is changing as well.

This conclusion reveals the attitude that young people have towards education. It is

obvious that nowadays education is about to transform. New forms and methods of education

come out and develop: for instance, there are virtual, interactive and interdisciplinary forms of

it. Social dynamics makes the perception of the information and its acquisition change.

Therefore, for young people education is becoming a part of society and civilization. It may

lead to some reforms in education. Thus, education must keep up with the times and increase

the pace of development. Negative connotations of Russian respondents, aged 17 to 23 years,

only confirm the fact that there is a certain gap between the functioning of education as a social

institution and the challenges that modern civilization has in stock. Remaining a basic value,

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 15

education should be changed as a form of social activity. Moreover, it should focus on younger

generation and its way of thinking.

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How to reference this article

ZHUK, N. V.; KURILOV, S. N.; KHLOPOVA, A. I. Perception of education as a value: socio-

psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany. Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. e-

ISSN: 2447-3529. DOI: https://doi.org/10.29051/el.v7iesp.4.15650

Submitted: 09/02/2021

Required revisions: 20/05/2021

Approved: 05/09/2021

Published: 10/11/2021

Perception of education as a value: socio-psychological interpretation of data from a comparative associative experiment carried out in

Russia and Germany

Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021093, Nov. 2021. E-ISSN: 2447-3529

DOI: https://doi.org/10.29051/el.v7iesp.4.15650 17

PERCEPÇÃO DA EDUCAÇÃO COMO VALOR: INTERPRETAÇÃO

SOCIOPSICOLÓGICA DE DADOS DE UMA EXPERIÊNCIA ASSOCIATIVA

COMPARATIVA REALIZADA NA RÚSSIA E NA ALEMANHA