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The paper discusses the need to develop new approaches to the problems of intercultural communication under modern conditions. Old theories were formulated in the middle of the 20th century under specific historic conditions and for certain purposes, today they are outdated. At the new times of globalization, a changing balance of powers in the world, increased mobility of ever growing masses of the world population, mainly in the field of tourism, education and labour migration, new approaches and theories are needed. Cultural globalization revived an increase in interest in national cultures, a desire to preserve national traditions, lifestyles, features of everyday life and even worldview. This process was stimulated by the confrontation of ever-increasing globalization with attempts to maintain national identity. Thus today for most peoples issues related to national identity are becoming especially delicate and important. This clash of two opposing vectors – cultural unification, on the one hand, and a kind of cultural nationalism, on the other, is leading to an increase in intercultural misunderstanding and conflicts. The sources used for studying the issues discussed in the paper were versatile and include the results of a survey of Russian and Chinese students studying at Moscow State University named after M.V. Lomonosov.

The paper continues discussing the subject opened in a previous issue concerning the need to develop new approaches to the problems of intercultural communication under modern conditions. This time it is illustrated by the important issue based on the experience of Chinese students who study in Russian universities and Russian lecturers who teach Chinese students. The number of Chinese students is steadily growing and Russian educational organizations are not quite ready to deal with such a great number of pupils. And students, in their turn, are unprepared for integrating into an alien culture. Old theories of intercultural communication, formulated in the middle of the 20th century under specific historic conditions and for certain purposes, today are outdated. The necessity of working out new principles, methods and theories in the field of intercultural communication is being considered, as well as the great need for presenting practical information in various forms – the internet, manuals, introductory courses for adaption foreign students in Russian educational system and everyday life. Courses for Russian teachers working with students from China, telling about Chinese educational traditions, behavioral customs and mentality are also very important. Some other ways of solving the problems of integrating Chinese students into the Russian world are suggested.

The article focuses on the issues of national identity, which have become exceptionally acute in the era of international cultural globalization. Traditional national food is one of the most important factors that unite nations. With globalization tendencies being intensified there has been a peculiar upsurge of gastronationalism in particular countries and regions as a challenge to the current process of cultural unification. Food frequently becomes not only the most important national stereotype, but also a national unifier for people belonging to one culture. Being of paramount importance in foreigner’s perception of the British and being a national symbol for people living on the British Isles, especially for the English, beef and roast beef have turned into such a national symbol of Great Britain. The article based on a wide range of sources of cultural studies pertaining to a large period from ancient to modern times studies the history of transformation of beef into a national symbol of the English. The author refers to various historical and cultural sources: historical and statistical data, folklore, English memoirs and diaries, travel notes of foreigners about England, fiction literature and images, the print media, cookery books and the Internet. The issue considered is of fundamental importance as a part of regional studies since the issues of identity and the factors of its formation are the key aspects of Area Studies.

This article deals with the issues related to the preservation of traditional culture in times of the crisis caused by the COVID-19 pandemic. Today the world is mostly concerned about the biological aspects of the problem: when the pandemic will end, what the consequences will be, and how many people will survive. Another aspect that is given prominence is the economic effects, which for many nations are also connected with the issues of survival, prospects of massive impoverishment, unemployment and famine. Next on the scale of modern values comes the political dimension of the problem: not all country leaders and political systems have stood the test of a serious crisis. Finally, at the bottom of the list are cultural issues, “culture” understood in a broad sense as a way of life, traditions, mentality, communication patterns (both at the local and international level) of the world’s different peoples. Clearly, the crisis of “culture” does not immediately provoke any tragic outcomes – death, famine, disease – but it has far-reaching, delayed consequences, which, in a sense, are no less disastrous than biological, economic or political ones. These issues are discussed in this article.

This article deals with the study of behaviours peculiar to different peoples during the crisis caused by the COVID-19 pandemic. The pandemic delivered a heavy blow to globalisation, both as a concept and a process. Its expansion and acceleration have been obvious in the recent years, including in the fields of culture and everyday life. One of the major questions raised by globalisation deals with its impact on the national (regional) cultures: does it destroy the local traditions, customs and lifestyles, or does it enrich them with new opportunities? The pandemic has clearly demonstrated resilience of national traditions, mentalities and distinctive behaviour patterns. In the time of a serious crisis it has become evident that national distinctness is preserved behind the external uniformity of the material culture. It has manifested itself in different areas, including in how different nations reacted to the pandemic- related quarantine and restrictions, and what steps their governments took. This study is predominantly based on media reports, web resources, statistical information, and data issued by a number of research and non-governmental organisations. As an additional source, it uses findings from a survey conducted by the author among the students of the Lomonosov Moscow State University in January-February 2021.

The article is dealing with the main traditions of education in Russia. These traditions have been developing over a long historical period and are still living. The process of acquiring knowledge in Russia has some specifi c national features. Education has always been under the guidance of the state. Consequently, the main initiative for reforms in this area has always been directed from above. The education in Russia has always been based on the idea of patriotism — not for personal benefi t only, but rather for the good of Russia. Otherwise it would lose its main purpose. The main idea in Russian education has always been to bring up a worthy citizen, to provide students not just with certain knowledge and skills, but rather some moral principles.

Foreign languages have always occupied a prominent place in Russia and the Russian culture. The paper states that despite being seemingly isolated from the outside world, Russia has always been closely connected with it, and not only by trade and political relations, but also by spirit and culture. The research contributes to the discussion of the role of foreign languages in Russian culture and reviews the development of foreign languages teaching system in Russia. Adoption of Christianity was the first significant reason for the spread of foreign languages in the society that brought not only a new religion, but also the Greek language along with the theological books. Over time, more and more foreign languages began to spread in the society, sometimes even entering into a conflict with one another: Latin with Greek (in the theological field), German with French (in the sphere of politics), French with English (in the literary field). In certain historical periods (for example, in the first half of the 19th century), foreign languages even displaced the Russian language in some social strata. The contribution underlines the importance of analysing such historical periods with special reference to interconnection between language as a means of communication and national identity. The investigation also argues that at times, for example, like in Soviet times, foreign languages acquired the status of the ‘dead’ languages and became an exclusive tribute to the tradition and a means of reading. In conclusion, the paper declares that foreign languages have always retained their important role, opening up new horizons for the Russian people and connecting them with the outside world.

Foreign languages have always occupied a prominent place in Russia and Russian culture. Despite the apparent isolation from the outside world, Russia has always been closely connected with this world. And not only through obvious trade and political relations, but also by spiritual and cultural ties. The first significant reason for the spread of foreign languages in society was the adoption of Christianity, which brought not only a new faith, but the Greek language along with theological books. The entire subsequent history of the formation and development of the country, all the key historical epochs and events in Russia are in one way or another connected with the problem of the outside world, primarily with the European one — even in those cases, quite frequent in Russian history, when this world was rejected, criticized and was considered a necessary evil, from which it was preferable to fence off with some kind of curtain. Over time, all new foreign languages spread in society, sometimes even entering into conflict: Latin with Greek in the theological field, German with French in the political field, French with English in the literary field. In certain historical periods, for example, in the first half of the 19th century, foreign languages even supplanted the native in a certain social environment and became a reason for unrest regarding the loss of national identity. And sometimes, such as during the Soviet era, these languages were deemed “dead languages”, serving solely as a tribute to tradition and a tool for reading. However, they always retained their important role, opening up new horizons for the Russian people and connecting them with the outside world.

The article is the first to propose a periodization of the world history of food. The chronological framework covers the period from the emergence of “Homo sapiens” to the present day. Periodization is based not only on the changes in the process of production and preparation of food, but also on a whole complex of phenomena related to food: the order of eating and serving food, taste preferences, cultural and social traditions, place in the historical context and interaction of cultures, national characters and issues of self-identification. This kind of systematization of the “gastronomic” history of mankind allows us to fit it into the general context of world history, to show the place and role of food and food traditions in the history of mankind. The article highlights the following periods, which do not always coincide with the general periodization of history. 1. The primitive period. The emergence and establishment of traditions of cooking and eating (40,000 BC — 10,000 BC) 2. The emergence and establishment of agriculture. The emergence of the first civilizations (10,000 BC — 1,000 BC) 3. Antiquity. Division of peoples based on food (1,000 BC — 5th century) 4. The period of formation of the food systems of the world. 5th century — turn of the 19th — 20th centuries. 5. The period of food globalization. Modern times. The turn of the 19th — 20th centuries. — present time.

The article considers the new educational and academic discipline “Regional studies”, with special attention to the discipline “Regional studies of Russia”. The main principles underlying the new discipline “Regional Studies of Russia” allow to fulfill several tasks, first of all, to respond to the urgent needs of the state and contribute to the realization of state policy, primarily in the sphere of state security, interethnic interaction, strengthening the unity of Russia. The main principle of the new direction is the study of Russia as a unified region with a common history, destiny and mechanisms of development. The conclusion summarizes the results of the work carried out since the opening of the new specialty in 2001. The Faculty of Foreign Languages and Area Studies of MSU has carried out serious work on the development and promotion of the new scientific and educational direction of regional studies. The main theoretical and methodological approaches were worked out, the source base, which determines the fundamental nature of the science mentioned above, was elaborated in detail. The key factors of the region formation, its main parameters, constants and dominants were identified

The history of Moscow University has been studied in detail and comprehensively enough for 270 years of its existence. One of the aspects neglected by researchers is the everyday side of the university existence, including that related to the problems of nutrition. At the same time, it occupies an important place in the university world, and not only naturally physiological, but also has a great culture-forming significance. Suffice it to recall the beautiful tradition of making and distributing mead, which became a kind of symbol of the renewed university of the new time. Or the image of the eternally hungry student, which is an integral part of the Russian culture of the 19th century. There are numerous sources, the most important of which, perhaps, are memoirs and recollections of former students of the university, which give a rather vivid and diverse picture of the daily life and everyday life of Moscow students, and both the general tendencies uniting different epochs and the differences caused by the course of history can be traced quite clearly. They allow us to outline with a high degree of reliability the peculiarities of the culture of everyday life of students, including in matters of food. The article discusses M.V. Lomonosov’s proposals on the organisation of students’ meals, the peculiarities of the daily life of the state-paid students who were on full state support until the middle of the 19th century, the problems of the self-paid students who lived and provided themselves with food on their own, and the spirit of camaraderie, which was the main feature of the everyday life of students.