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Ralph G. Crandall, September 30, 2013 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Ralph Crandall. The interview was conducted on September 30, 2013, by Lorrie Rands and recorded by Avery Pince. Ralph discusses his experiences with 25th Street. ; 24p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Ralph G. Crandall Interviewed by Lorrie Rands 30 September 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Ralph G. Crandall Interviewed by Lorrie Rands 30 September 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Crandall, Ralph, an oral history by Lorrie Rands, 30 September 2013, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Ralph G. Crandall September 30, 2013 Abstract: The following is an oral history interview with Ralph Crandall. The interview was conducted on September 30, 2013, by Lorrie Rands and recorded by Avery Pince. Ralph discusses his experiences with 25th Street. LR: It is Monday, September 30th, 2013. We are in the home of Mr. Ralph Crandall in Ogden, Utah and we are conducting an oral history interview of historic 25th street, of Ogden, then and now, if you will. My name is Lorrie Rands and I will be conducting the interview and Avery Pince is the assistant. So we'll just get right into it. When are where were you born? RC: What year was I born? LR: Yes, when and where. RC: 1922, July 22nd. I was born in Morgan. Just up Weber Canyon, lived there for a couple of months is all. My father had gone from Morgan down to the Southern Pacific Shops and they had a strike that year and he went through the strike because the strike men were dismissed and new ones had to come in. He was a farmer up there and he was a machinist when he got down here. He was capable of being a machinist with the amount of mechanical work he done on his farm equipment and that type of thing I suppose. It was rare that they made a person machinist but that's what he was, his career. And so, he couldn't get out of the shops because if you broke the picket line, you was liable to get injured because there was pretty good animosity going on there. My Grandmother, his mother lived down on about 26th and Wall Ave. The picket line wouldn't harm the women and she could bring some food into him at times but it was a couple months after 1 I was born that he sent for my mom and me, and my mom's older sister, who acted as a surrogate mom, so-to-speak, for the family. Dad's first wife that died of the flu of 1918 and he had three children under four years old. My mom was born in North Ogden and he was born in Pleasant View. And he knew my mom during the school-time. Both now around 30 years old, my mom was the youngest of her family and she was left with her mom and an invalid sister because the rest of them just moved away: so she ended up as the care taker by default sort of. When Dad's first wife died he had found out my mom was still single, so he headed to her home in North Ogden to see if she'd come and take his children and be his wife. And I'm the second born of that union. I had a sister that was born a year or so ahead of me but she died immediately after birth, so I'm the oldest of that family. We moved down to Ogden, of course, to be a family. I grew up in Ogden. LR: And where in Ogden did you grow up? RC: Well, our first place we lived at 1072 Oak Street. Mom grew up on a farm more-less and Dad was a farmer, with three children from him, myself and a sister that come along, they moved out to 2nd and Adams Avenue, still in Ogden it had an acre of ground attached to it and we was able to have produce and farm vegetables, a cow and the things people needed to survive in those days. Since he worked at the shops, Southern Pacific round house near 22nd and Wall Avenue for the locomotives coming in off to the rails for repairs. They called it a round house because the locomotives were put on sort of a revolving deck in the middle of this and they'd come in on the tracks and they'd rotate that 2 deck to a side track to work on those locomotives on those side areas, so it was a huge round building and they called it a round house. I can remember going in there when the strike was settled and seeing a lot of things that he accomplished. The locomotives in those days were all steam and the big barrel over the wheels of the locomotives was a boiler. The coal and the wood and whatever was used for the heat were pitched in by a fireman and there was an engineer who ran the locomotive. The boiler would build up steam and the steam would provide the propulsion for the locomotive to pull freight. There was this one thing that was quite interesting. I don't know if anybody ever realized it but those locomotives had tires on the wheels. They called them the tire, and you look at a tire and it's something you put on a car and its rubber but this wasn't rubber, it was steel. The wheels of the locomotive were cast iron, too soft to run on the rails, so they put a rim of steel around that wheel. Now, that wheel was, like six foot tall, this rim was about an inch thick and about three inches wide and it would fit over the flange of the cast iron wheel. So, they called that rim a tire. To repair this, they had a gas fired ring that spewed flames out and they'd put this ring close to the wheel of the locomotive and they'd have this fire running on natural gas and the idea was to get that ring hot and since everything expands when you get it hot, well that was gauged in such a way that the rim, the tire, was put on the rim after it got hot enough and it slid onto the wheel and this man had to be accurate enough to drive that tire on that wheel in such a way that it was against the flange because when it hit the cold cast iron it would shrink up and it would shrink up and seize onto that wheel. And that's what they did for all locomotives for the driving 3 wheels. There is an interesting thing about that propulsion too, the pistons were in a barrel type-thing with steam running to it and then this piston had an arm that went to the wheel and a ram effect, and if the ram is pushed forward, it makes the wheel rotate and that was how they'd get the propulsion to run a steam locomotive and anything that's round. Even in ships with paddle wheels and things like that. They had this steam type-thing. I couldn't begin to tell you what year but it was first invented for steam ships on the ocean and then it was converted to locomotives. Interesting thing that crossed my mind, if the locomotive stopped and it was on dead-center, meaning that the arm that pushed the wheel around was absolutely horizontal to the wheel, and it was on dead center, that locomotive couldn't move, no matter how much steam you put to it, it wouldn't work. So they had to get the locomotive off dead-center so that the arm could be moved up or down from the center so that it could have purchase power to drive the wheel. It used to be a saying to somebody working in that and if you didn't put out work, you were on dead-center, you weren't doing anything. But getting back to the wheel of the locomotive, they used to use a pinch bar. A man would come up with leverage using a pinch bar which was a steel rod about an inch and a half or so in diameter and the end was a wedge shape and he would put that right under the wheel at the track and just by man power he could move that up because of the leverage he had and move that locomotive just enough so that it wasn't on dead-center so that it could begin to get locomotion. LR: So, you learned all of this from watching your dad? 4 RC: Just learned all of that by watching my dad. There's another thing that might be useful information that is interesting to talk about. When there is steam, no, smoke come out of the engine you've heard the old saying when you grow up as a kid, the engine is a chu-chu, chu-chu engine, and the chu-chu is when that piston would go back and forth and it would cause that sound. Because of the amount of heat that is generated in these boilers, the stack that goes out of the top of the locomotive to dispel steam from the boiler is round, chimney like, for the smoke to get out. But you couldn't use a gasket under that because the heat of the steam was too hot, it would burn up everything they used for gaskets. So they had to take this stack, they called it a nozzle and they would have to machine it the best they could on a machine and then set it up on top of the locomotive. And this nozzle weighed tons—many, many pounds. Then they would put iron filings between the top of the boiler and this nozzle stand and they would just sit there and slide that back and forth using iron filings until it wore down to where the surface was smooth enough that when you bolted it down it was sealed. So they didn't use a gasket, they just tightened it up but they had to make this absolutely flat and absolutely made it and that motion back and forth wore that down, just like grinding, until it would come to the point where they could look at it and find there was no ridges or grooves. Then there were numerous bolts around this nozzle stand that hooked onto the boiler of the locomotive and pulled it down tight. He would work on that nozzle stand with the bar with arm power he would move that back and forth for days and days until it 5 got to the point where it smoothed down to where it could be bolted down to the top of the steam engine and make it hold. LR: So did you guys live close to the station then? RC: Well, we lived on 20th and Madison and this was on 22nd and Wall. So I had to go from Madison to Jefferson to Adams to Wall and over two blocks and the round house was only a block below Wall, so you could figure that I was about a half to three-quarters a mile away. On a bicycle you could do that in a short time. I would take lunch to Dad from time-to-time if he didn't have time to get it before he left. The round house is gone now; I don't remember when it was removed. The steam locomotives are gone now. You see them come with museums and as a museum and they come to Ogden once a year or so. These half a dozen in the United States go to different parts of the country so that people could see what steam locomotives were and what steam engines were. Those wheels were, some of them on those big engines were higher than a man, even some as tall as eight feet high. I don't know if you've been down to the station and seen those but that's what they do and let people come in and see those and how that was in the past years. LR: Cool. So, you would take food down to your dad. What else? I know that we, last we talked about the fact that you delivered newspapers when you were younger. CR: Well, but that didn't have anything to do with the railroad. We got off, it just so happened that 25th street was the passenger station for the passengers to board trains. I guess that's a thing of the past as well. We don't even have any passenger trains that come through Ogden anymore. We have freight that comes 6 through Ogden. But your question about newspapers. I must have been about 13 or thereabouts when that time came along that I delivered newspapers and I had a route between 24th and Lincoln to 28th and Lincoln and west as far as the tracks. As for residences, there wasn't many when you got to wall, because it was all railroad tracks. Even in that yard now, there are acres upon acres of train tracks, and they've all been removed now, except major tracks that go through. But the newspaper route I had, I only lasted about a year with that. I delivered to the residents that mostly lived on 25th street but also what residences there were, north and south sides of 25th street. On Wall there is a hotel that still stands. It's called the Royal Hotel and that was built for the porters and waiters that handled the dinner cars on the railroad and a lot of the people I delivered newspapers to lived down along Wall. There was quite a few houses between 26th and 28th street on the west side and on the eastside as well. South of 25th to 28th and then north of 25th to 24th, that's where the paper route was. I never had much to do with the people that I delivered to because someone else collected the money, the route manager usually did the collecting. LR: What do you remember about the businesses then or the buildings on 25th street during that time? CR: Well, there was a nice hotel on the northeast corner of 25th and Wall, called the Broom Hotel. It had a nice big foyer in the middle and then I don't remember how tall it was, a couple of stories I guess. It was a really nice place. Early in the years of the railroad town of Ogden there were a lot of dignitaries who would come including presidents of the United States and people from foreign 7 countries, and that was the hotel they usually stayed in. After the Broom Hotel, the new hotel was the Ben Lomond Hotel in the southeast corner on 25th and Washington so the broom hotel has been removed. But there is still some of those hotels down there on 25th that are still being used, but most of that is commercial now and it's kind of a setting of store fronts from antiques to clothing to food to anything you can think of. There have been pawn-brokers down there, even diners. In 1937, when I had my paper route, Ogden was notorious for, some call them flop houses. They were prostitution houses really. Being in a railroad town, I suppose that is to be expected. But my contact was just simply delivering papers and I only lasted about a year. As far as the buildings down there now, I find that there is much commercialism going on down on 25th street between Wall and Washington than there is on Washington now, which is kind of a turnaround—you could call 25th street kind of the old town of Ogden. LR: I know last time we talked about the JC Penny's and I can't remember how that fits into the timeline but you managed to obtain a job at JC Penny. Would you tell that story? RC: We lived on Madison Avenue between 20th and 21st on the east side and on the west side of the street lived, the manager of JCPenny, his name was Lester Bergeron, I can remember that. He walked to work. JCPenny was on the northwest corner of 24th and Washington and during that time I was putting a bicycle together. I didn't have money to buy a bike, but I scrounged up parts. Frames, wheels and handle bars and things like that and put this bicycle together. This Mr. Bergeron was seeing me because I was out in the open, I 8 didn't have any place to work in the back, I'd work on the sidewalk right in front of the house and one day he came over. I knew him, but I don't know if he knew that I knew him but anyway, he asked me if I would come to the store. I said: "Yes I'd like to." and he said: "Well, I'd like to hire you." And so I went to the store and he took me down into the basement, into a room. In those days, there were sidewalks all over Ogden by stores that had a freight entry and it was two big steel doors over a hole. The hole was about eight-foot square with these two doors at four-foot of that and they would open up from the middle and swing down and lay on the sidewalk and the freight would be delivered into those holes. From inside of those holes, they would take the freight into the different parts of the departments of the different buildings, where ever they happened to be. They opened these doors into this huge room and all I could see is cardboard boxes. He said, "Now, in those cardboard boxes are toys for Christmas and for the Christmas season." He took the first box down and opened it up and whatever was in there, you put that together. And you put that box on a pile over there. Each time you'd gain some space and pretty soon you had the room minus the boxes and full of toys. I can remember wagons, little tricycles, little scooters, little baby buggies, little trains that little kids would sit on and scoot with their feet. Numerous toys, I can't even remember all of them. That was my job and it was well worth it because it was depression time and to have a job of any kind, let alone a kid like myself, it was needed because the family was pretty destitute as far as groceries and things were concerned and that was an income. I think I made 50 cents an hour, I don't really remember. But 50 cents an hour, I don't 9 know what inflation would do with 50 cents an hour from '37 to now. That's kind of an interesting question, somebody might get ahold of that and see what its worth from them to now. I'd hate to guess. LR: I'd think it's a pretty good wage. AP: I would too. Especially for the times. LR: After you joined the military service and got back here into Ogden, you opened up your own business and were able to provide a service to Ogden. Can you talk a little bit about that? RC: When I first got out of the military, I was separated from the military in southern California. I got a job in California, for the state of the California. Kind of an interesting thing that happened there. I was in my grubbies, I was working on my car and I passed the employment service and I walked in. I had kind of a greasy t-shirt and whatever you have working on a car and they wouldn't give me the time of day. They thought I was a vagrant I suppose and I walked out of there and I thought, "Well, that was a dumb thing to do," Since I was an officer in the Navy and I actually flew airplanes in the Navy, the next day I put on my uniform and walked into the employment office and boy they rolled out the red carpet and I got a job the very next day interviewing service people at the San Pedro Naval Port, where the seamen were discharged. My job was to interview them and give them the certain options they had and answer questions they had ask employment and some of the things that were available to returning veterans there. My point about this is that if you are looking for employment, just simply be prepared and dress like you need a job and want one. It wasn't too many years 10 ago, I volunteered for about 11 year's right here, in my later life to give people pointers on employment because I had my own business. My employment was in California. I used to go around to different businesses and see if they would employ people and I became interested in utility trailers, box trailers. I guess the common name for them now is U-Haul, but I thought that it would be a good thing to do. I didn't see any when I was still here in Ogden so I bought 30 of them. I had them built, just the frames of them. I had them shipped from California to Ogden and put them together here, such as putting the boards on for the side walls, boards for the floors and I had to get tires and tubes for the wheels to put them together so they could be useable. This was in July of 1946. I was separated out of the Navy in December of '45, so were talking about a six month period from the time I was released from the Navy to when I got back here in Ogden. I had them shipped to my parents' home—ended up on the River Bridge at 1828 Washington which was right on the river, on the east side, right on the river bank. It was a small building I rented from an individual. I had about a third of an acre around there and I set the trailers out on the ground and I rented them out. I provided a service to people that needed to haul things and go hunting with them, a lot of things like that—kind of a forerunner to what's going on nowadays. Trailer businesses are immense now. I went on that river bridge in 1946 and was there until 1951. That year the river flooded and it sort of wiped out the ground part that I was located on. I had to run it all by myself because there wasn't income for anybody else. I kept track of where the trailers were rented, where the people lived that rented them and I put 11 them on a map of the city and kind of watched where the dots were. It moved the center point of where I figured was a good place to be, quite a ways south. I ended up at 3776 Wall Avenue. This was on the east side of Wall and at that time there had been a shop building built by the person in the iron railing business and he quit or retired or something and I took that property over. Interesting thing, if you went south on Wall Avenue from Ogden City when you got to 36th street, between there and Riverdale Road, there was nothing but dirt then. So I had to go up 36th to Lincoln and then South to get onto Riverdale Road, but my strategy was to move to where there was sort of a center point of the area and that's why I went out there. I expanded on that building, I hired different people to work for me from time to time. Otherwise, I pretty much had to do things myself. I'd go from sort of hand to mouth for income, which I guess you could say wasn't a very good idea, but it worked out. I built an addition to that building and then in about in 1951 or '52 along in there. Now, before I went in the service, I had a friend, I asked him if he would like to join the business. Because he had a job and there wasn't enough income for both of us, he had to stay with the job he had until we could build a store. Then we pretty much turned partners for the next 34-35 years. I ended up with frontage on Riverdale Road and Wall Avenue and all that area through there. Actually, I was in South Ogden City. Where Chimes View Drive runs through the property was the border line between Ogden and South Ogden and I was on the Southside. So I was actually in South Ogden. I went from trailers to rental equipment, wheel barrows, cement mixers, tillers, and all kinds of different equipment and ended up as a RV dealer selling 12 travel trailers and motorhomes, pick-up campers and all that type of thing. I retired in 1986 after 40 years in that. LR: So from your vantage point, as you were able to watch Ogden grow and expand, was it interesting to see how Ogden changed? RC: Oh man, sure it was! Actually, on the corner of 36th and Lincoln, there was a drive-in theater there. It was a night-time thing and I could've bought that corner that time for $25,000, I remember that, but I could barely come up with the $8,000 it took to buy the place that I had bought at 3776 Wall. Now, if you fast forward from 1946 until now you got that whole corner that is Costco and it takes most everything from 36th street to the bluff of the road that drops down into the property of Costco, and the only other thing on the corner is the America First Credit Union there. Interestingly enough, I don't know how long they've been there or when they came, but now the America First Credit Union is building a building on the corner, the northwest corner of Washington and 21st street and going from there, as far as expanding is concerned—and gracious me, as far as the growth of Ogden. When I was living on Madison in the first part of my school days, I went to the Dee School in first grade, to the Madison school on 24th and Madison for something like the fifth grade and then went up to 27th and Adams for Central Junior High School and then to Ogden High School for graduation from Ogden High in 1940. I went three years at Ogden High. Getting back to what I first started to tell you, I can remember a black smith's shop between 22nd and 23rd on the east side of Washington that took big work horses and saddle horses and put shoes on the horses. I was going to try to 13 tell you the name of the black smith in there, I can't quite remember that but maybe I will. I can remember going into that blacksmith's shop and watching him take just a rod of iron and putting it in a hearth and getting it red hot and pounding it on, part of a railroad track, actually they called it an Anvil, and he'd hammer that flat and make it into the shape of a horse shoe and punch holes into it and nail it onto a horse's hoof. Some of those work horse's had hooves as big as a dinner plate, I can tell you that for sure. Interesting that he could put what you call a cork on those shoes. He would bend the iron down on the back of the two pointed edges and the circle part on the front he pounded out a cork, they call them a cork, it was a wedge that would clip into the ground for the horse instead of having just a flat horseshoe, they would have three corks that would dig into the earth, so they couldn't slip when they were going. Later on, I can remember, it might even been that same black smiths shop, a car dealer, sold cars in there. His name was Jesse Chase and they were lined up in this building. I guess he had about 50 cars in there. Further south, there was implement dealers, those buildings right now are being renovated. There's sports stores in there but they were originally used to sell Conestoga Wagons. The wagons like the pioneers came across the plains in. They sold plows, bailing machinery and tractors, swaths, cutting, hay cutting machines, hay bailer machines. I think it was called Steven's Implement Company. Further south and back behind the Ben Lomond Hotel on Ogden Avenue between 25th and 26th was the old Weber Central Dairy. You could go in there and you could buy a cup of buttermilk for a nickel and if you didn't have the 14 nickel you got the buttermilk anyways because it was depression time. In those early days, boy, I'll tell you, a lot of kids and a lot of people would end up down there getting that buttermilk. I don't know how they work things out now at dairies for buttermilk but we got buttermilk then. That brings me to another story when we lived at 2026 Madison. About the same times as the JC Penny circumstance. I got the idea that I wanted to be a cowboy and I wanted a horse and the stadium down by the river at the end of Madison avenue, north and down to the river was my motivation. They started rodeos down there in 1935. My dad says: "I don't know how we can work out having a horse," but he thought about it a little bit. Over in the north side of the cemetery on the east side of Madison at about the 19th block, there was Wheelwright Construction Company. They had a gravel pit and springs which ran water west to Madison. My dad contacted the Wheelwright Construction Company and wanted to know, could we put a corral on that stream so that the horse could have drinking water and I could have my horse. The downside of that was we had to take cow because we couldn't afford to feed a horse, but we could take the milk and sell it to buy hay for the cow and the horse and we worked it out that way so I could have my horse. That summer, I rode down Madison north down to the river to the bottom of the hill, down the flat part—you can go down there anytime and see that it's blocked off from Madison, but you can still go down to the river and see it. In 1935 there was a rodeo guy in a tent there and his name was Monty Montana. He was hired by the first rodeo committee to be a trick rider and a roper. Because I was on my horse, I ended up riding for him to 15 practice down on that flat. Then, when he went into the rodeo, I hauled all of those ropes in there for him to use each night they had that rodeo. I can remember a lot of the people down in the Ogden Stadium, I can't remember all their names but I can remember a couple people, some people I would even remember now. There was a man by the name of Yakama Kunut, there was a man by the name of Jazbo Fulkerson, there was Monty Montana, and Slim Pickens was also one of the guys that would come to perform at the rodeo in the rodeo season. There were numerous other people I never did get acquainted with. I was enthused by it because I thought it something I would be as a cowboy someday. LR: And you ended up with your own business selling trailers. RC: I ended up with my own business. LR: Good for you. RC: I don't know if you wanted to go back to England about something, when I was in the military. Is that interesting at all? LR: If you would like to talk about it. RC: Well, I spent the year of 1944 in England and I was flying as a pilot in a four-engine bomber and our mission was to keep the German U-boat from knocking out our shipping. And the R&R, the recreation part of our stay in England was a pub. The people over there at the pub, when they would see movies from The United States, they saw John Wayne and people like him and others that were in movies, they found out I'm from Utah and since I didn't look like an Indian, I had to be a cowboy. As far as they knew, there were only cowboys and 16 Indians in Utah; that was the mindset of the people over there. This pub, I mean they were just local people, farmers mostly. There wasn't much of anything commercial but this big airport nearby. But anyway, trying to get on with the story, this one farmer, he had a horse and every time he would get on it, it would buck him off. They got to reasoning that if I was a cowboy from Utah and wasn't an Indian that I was able to do something with horses to keep them from bucking people off. I didn't have much of a choice. I got kind of ramrodded into that situation. So, I agreed to do that because I grew up pretty much with horses. I made a date and went over to this guy's place and so help me that was the biggest, tallest horse I've ever seen in my life. It wasn't anything like the ones I rode at home. I had to get up on to that horse and I looked at the thing they called a saddle, it looked more like a postage stamp to me. It wasn't very big. It had a seat alright, but no horn to hang onto, no pommel, no back seat or anything like that. But it did have straps across the back and across the front of that saddle and they could adjust those straps to the girth that went around the belly of the horse. Depending on how far the withers was up on the back of the horse so that the saddle would fit. If you'd lengthen the back strap and shorten up the front strap, the saddle would go forward. If you'd lengthen the front strap and tighten up the back straps, it would push the saddle back. So I looked at the straps and by the time I got through looking, I noticed that the buckle, on the right rear of the saddle that the buckle was flopped clear over and twisted for some reason or another I couldn't figure that out at the time. I undone the buckle and hooked the strap so that it was flat. In my head I got to thinkin', "That buckle was 17 twisted and that buckle stood up on its edge rather than flat." My mind said to me, 'When that guy as he rode he hit the seat of that saddle and that saddle hit that buckle and that buckle would hit those ribs and off he'd come." And that's the first thing I did is flatten that out. So, in order to get on that horse, he had to give me a leg and practically throw me up. When I got up there and get in the saddle, he backed up because he knew that I was going to get piled off, but nope! I just road that horse all over the place, just had a blast. I looked at the ground that was all plowed out there and thought, "Well, if I got bucked off, that's not too bad to land on." But, you know, I gained the reputation of the world's best cowboy over there in England at that pub because I fixed that buckle and I never told them that I changed that buckle, I just let them believe that I was a pretty good cowboy. LR: That's a great story, thank you for sharing it. Coming back into the United States now, there was another story that you told that we would love to hear again. It was about the Ogden City Cemetery when you graduated from high school, the pick-axe and the shovel. RC: Okay, alright. The year is 1940, the year I graduated from high school. In the spring of that year the individual that was a cemetery sextant, was a member of the bishop of the church and he looked out for youngsters. I was pretty ambitious and I got hired. There were about six teams of adults and a younger person like myself and we had a part of the cemetery to cut grass. Ours went from Jefferson to Madison, back to the middle of the cemetery up to Madison and back to 20th and that square was our part. We had a push mower, a real type of mower where 18 the blades twirled and cut the grass that way. There was enough grass in the area that it took five days to mow and you'd get to the point where you would start over each week. Sometime during that summer time there were more graves to be dug than grave-diggers. So they recruited a couple of us guys, but I guess I can only remember myself, but they drove four stakes in the ground and said here is a pick and here is a shovel. Go ahead and dig that hole down in between those four points until you can't see over the top of the ground and that's going to be the grave for some individual. You'd pitch the dirt out on a pile and then you'd put an artificial grass mat over that pile to sort of hide the looks of it. Nowadays they haul that away. So in 1940, I did that and I'll fast forward to 1980, I'm a lot older and an adult now and I was called as the bishop of the ward that we live in, and as I was released from that position, the person by the name of Scott Smeddon, who happened to also be a school teacher as well as the Mayor of Ogden City, was called to fill the position of the bishop. I sat with him as kind of a courtesy to help him get the feel of conducting a funeral. Much to my surprise when we got to the cemetery, this is 40 years since I dug that grave. But guess what I saw there. I saw a dump-truck, a backhoe and a pick-up and there were five people there. There was a woman in the pick-up and a man in the dump-truck and a man on the backhoe and two other men leaning on shovels. And that whole scene was duplicated by my pick and shovel 40 years earlier. I did everything with a pick and shovel that they did with a dump truck, backhoe, pick-up and five people. That was a real surprise to me. It was interesting 19 because, I don't know, it's progress. I told Scott about that and he said, "Well, look at all the people you keep off the street nowadays." AP: You mentioned that you went to Ogden High School. Were you the second class of graduating seniors? RC: No. I think I was about the third class as I recall. I think '38, '39 and '40 graduated from Ogden High. I'm not positive about that but I'm quite sure that's about it. Because my brother whose older than I graduated from Ogden High, which is on the corner of 25th and Madison, before the building of the Ogden High School up at 28th and Harrison. They had an ROTC in the school. I didn't care for that. I just took a gym class instead. I didn't like those wool uniforms in the summertime. AP: I can't blame ya. LP: Yeah, yeah they do. I agree. AP: Do you remember anything else about Harm Perry? You said he started the rodeo—The Days of 47 Rodeo? RC: Not really. I can remember that his daughter, Rosanne, graduated from Ogden High the same year that I did. In fact, I think that was their only child, that Harm and his wife, Rosanne Perry, who is still living I'm quite sure. A good person. I was quite friendly with her. We had about 600 people in the class of Ogden High at that time I think. Probably one of the most interesting things that happened in that year at Ogden High was the choir, which I was in, went to the Music Educators National Conference in Los Angeles that year and performed in a Western United States, all by invitation. I don't remember how many people went, but I think we were restricted to about 50 or 60. Some kids didn't get to go 20 because they had to balance out among the four parts of the choir but I went. Other than that, there wasn't much that went on, as far as high school is concerned. I can't think of anything notorious. I did tumbling and that kind of exercise, climb ropes up to the ceiling and things like that. I did think about something though, I got pretty good at walking on my hands and I could walk around the entire gym on the black line, on my hands, clear around the perimeter of the basketball court, feet in the air. Nobody else could do that, I was the only one who did that. I don't want to brag. LR: It's okay. AP: Was your business close to 25th and Wall? RC: No, my business life was mostly at 37th and Wall. So, as far as the Union Station is concerned, going back to my father working for the Southern Pacific Railroad, I used to go to the Union Station a lot because we used to have passes on the train. Anywhere that the Southern Pacific went, we could get on the train free and ride. I spent my summers in California because my father's brother, Uncle Leo, lived in Alameda, California. The bridge that goes from San Francisco to over the bay area wasn't built then, it was a ferry boat then all the time. I spent two or three weeks down there each summer. I would get on the ferry first thing in the morning, with a pass to stay on it all day long and I would just watch the seagulls and watched ships and things go back and forth. Conductors never did bother us on the train cause they didn't even care about us, we just had a pass to California and back. 21 AP: You made a comment last time about how Ogden kind of changed after the railway kind of moved to Salt Lake. RC: Well, we don't even have any Amtrak in Ogden; we did have Amtrak for a while. I don't know how many years it's been gone. In the early part of the railroad, as far as the station and that was concerned, Ogden was more of a railroad town that Salt Lake because the trains came out of Weber Canyon from across Wyoming on the Union Pacific and join here. That sort of quit. I don't remember especially, it just sorta faded away like things do. You go from horses to cars and nowadays, we go from snail-mail to no mail at all, as far as first-class mail is concerned. I think we're in a world of hurt about the post office department right now. Technical advances in cyber-space has done so much. Looking at that camera now it's pretty small compared to in the past. The automobiles we're driving now and everything. People in space. Right now, in the paper this morning, it talked about two different private firms of delivering cargo to the space station, and doing it successfully, that's NASA and it's on its way out. LR: So did the closing of the railroad actually hurt a lot of the businesses on 25th street, did that effect your business at all? RC: No. Not as far as my business is concerned. LR: So it really was just centered, it really just hurt those on 25th street then. RC: Yeah. The only thing about 25th street is that it has lived with run down stores and run down places for years and years until the last 10 or so years and now it's back in full swing again. It's a lively part of Ogden and it's a vital part of Ogden as far as Saturday things that's going on. The farmers market is down there and 22 things like that. There is the federal building down there that's replaced some of the other stores. Golly, I wish I could remember all of the other names of some of these stores that it used to have. One of the famous stores in the Ogden City at that time was Ross and Jack's Café, its right where the bank sits on the corner of 25th and Washington. Not too many places I can recall but that was something that was pretty prominent was this particular café. You could buy a hamburger for a nickel. Actually, the movie picture building is interesting. It was the Egyptian Theater that has now been turned into a big commercial place for businesses and things that come in. But half a block west was the Paramount Theater on Ogden Avenue. Then there was the Lyceum Theater on 25th street, just below Grant on the south side, there was a moving picture firm east of Washington on the south side, no, the north side of 25th street. I forget the name of that one. There used to be a place called the White City, it was a ballroom up there on 25th Street. and it really a nice pretty place, people danced there. And then down on 24th, on the south side just below Grant is the Berthana, but that building is still there. They're going to renovate that, it was a dance hall that was really famous and they turned it into a roller-skating rink later on and now it's back refurbished to some degree. We used to go to dances down there but. So right now I'm so surprised when I drive around Ogden to see the many, many residential areas being built. Clear up to the mountain behind Weber State College, clear up to the shoreline of the old Bonneville Lake, even beyond when you get a little further south in to the Uinta area, that's even above the shoreline area, there is even homes up 23 there overlooking the city and going clear-out where it joins Harrisville and North Ogden. It's absolutely amazing. LR: I just have one more question, I don't know about you, Avery, but Ross and Jack's made me think of this. What was your favorite restaurant on 25th street? If you had you pick one of the many that were there. RC: As a restaurant is concerned, I didn't have any money to buy meals out of a restaurant. I could go to Ross and Jack's café and buy but it never dawned on me as a youth to go to restaurants and far be it for my family to either. But obviously there were some there. Most of them, you would find they were in the hotels like they still are. There are only one or two things I can think of—noodle parlors, there was one on Ogden Avenue and one down 25th street that's recently been terminated as far as a restaurant, it sits vacant right now. But noodle parlors were prominent for a lot of years. As far as steak-houses and things like that, like you think of now, that wasn't even part of my vocabulary even. LR: I can relate to that. Well, I am so grateful for the time you have given us and the stories you have shared about Ogden and some of your adventures. We appreciate your time and thank you so much for allowing us to do this. RC: Well, it kind of turned out to kind of be a pleasure to me. I got a kick out of it. 24

COCO'S IDENTITY CRISIS AND LOVE IN WEI HUI'S SHANGHAI BABY Rosandina Amalia English Literature, Faculty of Languages and Arts, Surabaya State University Ochan.strezz@gmail.com Drs. Much. Khoiri, M.Si English Department, Faculty of Languages and Arts, Surabaya State University much_choiri@yahoo.com Abstrak Identity adalah tanda seseorang untuk membuat mereka berbeda dari yang lain. Dalam hal perbedaan, sering menjadi krisis bagi mereka yang tidak bisa mengendalikan identitas mereka. Mereka mengalami identity crisis; itu adalah masalah yang membawa orang ke jalan yang sesat. Ada begitu banyak faktor yang menyebabkan krisis ini; dalam penelitian ini salah satu faktor terbesar adalah love. Selain itu, love adalah akar dari identitas masyarakat karena itu adalah pusat untuk mengenali diri mereka dan juga orang lain. Penelitian ini memfokuskan pada identity crisis Coco dan pengaruh love yang dapat mempengaruhi identity crisisnya di Wei Hui Shanghai Baby. Tujuan dari penelitian ini adalah untuk mengidentifikasi identity crisis Coco di Wei hui Shanghai Baby dan menganalisis love Coco yang mempengaruhi identity crisisnya. Penelitian ini menggunakan dua teori, identity crisis mengacu pada teori Erikson yang menunjukkan gejala identity crisis. Teori love yang mempengaruhi identity crisis diambil dari Robert. J. Stenberg. Hasil analisis menunjukkan bahwa identity crisis Coco memiliki dua gejala; mereka adalah kebingungan peran dan keintiman. Identity crisis Coco itu sendiri disebabkan oleh love. Love memiliki tiga komponen-keintiman, gairah dan komitmen-dan masing-masing komponen memiliki empat jenis yang menjadi pembangunan komponen tersebut. Pengaruh identity crisis pada Coco memiliki semua komponen love. Terakhir dari semua, identity crisis adalah gangguan yang dapat menyebabkan seseorang untuk menuju ke jalan yang sesat, dengan cara yang berlebihan. Kelebihan ini membuat orang memaksa diri mereka untuk menutupi semua kebutuhan itu, termasuk love. Dengan demikian, love bisa menjadi aspek untuk pembangunan sebuah identity. Kata kunci: identity, identity crisis and love Abstract Identity is the sign of someone to make it different from another. In terms of differences, it often becomes a crisis for those who can not control their identity. They face an identity crisis; it is the problems that bring people into an astray way. There are so many factors that lead this crisis; in this study one of the biggest factors is love. Additionally, love is the root of people's identity because it is the ground to recognize their self and also someone else. This study focuses on Coco's identity crisis and the influences of love that can influence her identity crisis in Wei Hui's Shanghai Baby. The purpose of this study is to identify Coco's identity crisis in Wei hui's Shanghai Baby and to analyze the way Coco's love influences her identity crisis. This study uses two theories, the identity crisis refers to Erikson's theory that shows the symptoms of identity crisis. The theory of love that influences the identity crisis is taken from Robert. J. Stenberg. The result of the analysis shows that Coco's identity crisis has two symptoms; they are role confusion and intimacy. Coco's identity crisis itself is caused by love. Love has three components—intimacy, passion and commitment—and each component has four types that become the construction of the components. Coco's influence of identity crisis has all of the components of love. Last of all, identity crisis is the disorder that can lead someone to an astray way, an excessive manner. This excess makes people force their selves to cover all of the necessity, including love. Thus, love can be an aspect for the construction of an identity. Keywords: identity, identity crisis, and love. INTRODUCTION Identity is one of the most favourable themes because it is the parts of human life. Identity is ubiquitous in contemporary of social value, cutting across psychoanalysis, psychology, sciences, history, politics, culture and also sociology. Identity is defined as all information associated with an individual or organization. It defined a set of meaning applied to the self in a social role or situation defining what it means to be who one is (Jacobson, 2003: 3). The relative usages of identity is in terms of the essential to the culture of a people, to common identification with a collectivity or a social category, also in contemporary works on social movement, thus creating a common culture among participants. Individual, ethnic, national, transnational are the instructors of the identity hierarchy that some of them are acquisitive and selective whereas some of them are non-acquisitive, depending on the structure and circumstances person's opportunity. Identity crisis is a universal issues and each of every person can actually experiences the crisis. Identity crisis is the reflection of person life that can make them stronger or even weakness in the identity. Identity crisis is one of the biggest problems for human life because it brings people that face it into an astray way. Another thing is that people that have an identity crisis will have an excessive to something. They will have something pleonastic to something that they think its important and can make them happy, comfortable and also feeling better. It means people who have the identity crisis will do something that can make their self happy even its too much and they never care about what other people thought about her/him as long as they satisfied about something that they need. So, the identity crisis is the identity problem of a person that brings them into an astray way, an awkward character and even an excessive to something. Its interesting when Shanghai Baby (1999) by Wei Hui has much controversy in Chinese culture and beyond in the earlier of millennium era, because it is generally a taboo novel in People's Republic of China (PRC). It is rightfully banned in China because of its controversy, things that make it becomes as the controversy is not only about the audacious topics such as sex, pornography portrayed, desire and all taboo subjects in Chinese literature, cultural criticism imagine and also the construct tension between a gender, race and ethnicity. It is about a young urban woman leading a wild and an extravagant lifestyle. Her high desire to her couple makes her forget for a while about her identity as a Chinese woman. These presences of the love and the identity crisis of a woman as the main character in the novel, Coco, indeed, are portrayed clearly. The love in this novel is something that can make the main character in the novel has the crisis in her identity. Love is the one that has a big influenced to find the right identity. It depends on the people that choose the love. Love can control everything, include the identity of a person. The crisis of a person can show by their character to the people and the society around. People that usually have a problem with their identity, they have an identity crisis inside their identity. In Wei Hui's Shanghai Baby, the main character here is a woman named Coco, 25 years old. Her real name is actually Nikky, but she called Coco because her idol named Coco Chanel. She is a waitress but she is also a writer for her novel but she still does not finish her literary works until she meet with a guy named Tian Tian. Then he becomes Coco's boyfriend but he is an impotent boyfriend which leads her to another man because Tian Tian can not give her the satisfaction in her sexuality. Coco feels so frustration because she can not get her satisfaction with her boyfriend. This brings her to the other man named Mark. He is a foreign guy from Germany. He only becomes a man that will give her the satisfaction in the bed. Beside she had a frustration with her boyfriend, she also faced a role confusion which makes her has only limited friends. She also often isolates her self alone in the apartment of her boyfriend that she placed it to finish her novel. Furthermore, she has an intimacy with her 2 lover, whether from her real boyfriend and also from her affair man. Because she is a writer, she also has a good imagination of something, but she also can not distinguish which one is the imagination and which one is the reality. Her dreams is always blows her up, it brings her everywhere until she goes everywhere that she did know where should she go and what should she did. She confused which man than she loves. The ending of the story is so ironic which is her Germany lover should back and live forever in Berlin and after that not long after the leaving of Mark, her beloved Tian Tian death cause of he consumed drugs. Coco finally decided to go to Berlin to publish her novel. Coco loses her lovers, both of them but she still alive even she only has a limited power to live. It gives clear portrayed that Coco has a problem with her identity, especially with her love identity. She can not choose the man that she loves because she loves both of them while the balance in life is people should choose only one person to be our lover, to be the one only that can share a future together. In accordance of background study above, it can be simplify to discuss among two problems that emerge as significant concern toward this novel. How is Coco's identity crisis reflected in Wei Hui's Shanghai baby? How does Coco's love influence her identity crisis in Wei Hui's Shanghai baby? Based on all of the facts above, this study intended to a key which is about the human identity crisis by one of the post-Freudian theories, Erik H Erikson. Beside the theory of identity crisis, it uses the theory of love to give a clear explanation about Coco's love that influences her into the crisis of the identity. The love theories come from Robert Stenberg that has 3 main components of love that related to the main character in the novel to solve the statements of problems. RESEARCH METHOD It must be a data in every researches, even the literary research has a data. The data is not contains of a numeric data but it contains of a qualitative data which emerge a fascination to interpret literary works. Qualitative data are attractive. They are sources of well-grounded rich description, and explanation of processes occurring in local context (Miles and Huberman, 1984: 11). It means that the qualitative data in literary research indeed more interesting because it contains of a deep and clearly explanation and description about the literary works as an object of the data. Here, it will present the data from 2 kinds of classify, they are: Data Source Data source is a subject of the research. There will be 2 kinds of data sources, first is the primer data. It takes from the subjects of the research. The concrete data sources that will be used in this thesis is the novel itself, entitled Shanghai Baby by Wei Hui. It published in 1999. It will envolves quotations, fragments and dialogues or monologues that indicate the factors and the resolution leading to Coco's identity crisis and her love. And the second is secondary data which can take from many kinds of books, journal, magazine, previous studies about the related topic. It also puts to the references where the researcher finds the secondary data. Data Collection During the collected of the data, the researcher had read the novel as the subjects, comprehend the contents of the novel and also understand about the concepts of the topic. It called as the library research. Analysis during data collection lets the fieldworker cycle back and forth between thinking about the existing data and generating strategies for collecting new-often better quality data (Miles and Huberman, 1984: 49). It means an extensively and intensively close reading through to the novel. And then finding some proper quotations which are used to reveal the main idea of the novel that emerge the identity crisis of the main character in the novel. The data collection will have a long process during the research as long as the researcher feels that the data is accurate or not. The researcher will move forward and even move back again to make the research becomes better. ANALYSIS The first section is about Coco's identity crisis. the related theory of identity crisis comes from Erik H. Erikson. It decided into 8 stages and each stage has a psychosocial crisis (Erikson, 1974: 90). The psychosocial crisis is symptoms that every stage of age will have the different crisis. There are many symptoms that emerge an identity crisis, such as shame and doubt, guilty feeling, inferiority, role confusion, intimacy and isolation, self-absorption, and despair. In this case, Coco's character emerge two symptoms that really related to the crisis. They are role confusion that has in the fifth stage and then an intimacy that put in the sixth stage which in the adulthood. Role confusion is the act of confusing or the state of being confused. As Erikson said that human experience an identity confusion in an area's, such as career, and some path areas of interest choice of friends relationship and etc (Erikson, 1974: 93). Role confusion is the act of confusing or the state of being confused. As Erikson said that human experience an identity confusion in an area's, such as career, and some path areas of interest choice of friends relationship and etc (Erikson, 1974: 93). I sat on the sofa, my hand cradling my head, asking myself if I really understood myself as a woman. Was I really attractive? Wasn't I a bit hypocritical, snobbish, and fuzzy minded, too? The problems of my life stacked up one on another, and it would take an entire lifetime just to overcome them. (Weihui, 1999: 105) When she is alone while holding her head, she often thought about something. Even it is about her self, another thing about life, her fantasized and she always has a thought about something when she is in a lonely circumstances. In this time, she thought about her self as a woman. She is still in a confused condition with her gender as a real woman. It gives the real fact that her confusion about her minds. She is confused about her characteristic as a woman. She thought that she is a woman but she still can't understand about her self as a woman. She even can't choose who really she is. She actually has the quality of attracting to the men. She is a charming woman. But, she is still confused about that. Whether she is a woman with a certain character or not she still does not know well about it. "Wasn't I a bit hypocritical, snobbish, and fuzzy minded, too?" (Weihui, 1999: 105). She told to her mind that is she a liar, hypocrite, or even a person that has a big heart but really likes to show off to everyone, and also between her fussy minded that talks too much. It is so complicated problem for her. She faces a professing feelings or virtues one does not have. She has a characteristic of those who incline to social exclusiveness and who rebuff the advances of people considered inferior. This is the causes of her problem that stacked and being mess up. "I didn't know what to do, what day it was, or who I was" (Weihui, 1999: 239). She never be a normal person if she still has a fussy minded and confusion about her self. For instance, she always has confusion between her self. One day, when she has no friends in her apartment, she has nothing to do, not even has a plan to go out to do something. But she also confused what day is that and who really she is. Her problems will overcome to her as her fussy minded emerge. "Agitated, I circled the room. At last, I decided I had to leave the apartment, for where I didn't know, but I had money in my handbag and my face was made up." (Weihui, 1999: 105). She is a fussy minded but sometimes she also has a nothing thought. It proves when there is no one in her room, she decided to leave. But she even does not know about where she would go after she is leaving her room. Her mind told that as long as she had enough money, she can go everywhere she likes. She is totally out of focus of something. She can not focus only in one way, to finish her novel. "I'm in Beijing," I said, as my heart was seized by a sharp wave of tired tenderness. I didn't even know why I was in Beijing at this moment." (Weihui, 1999: 111). After she circled her room, she decided to go to Beijing to meet her old friend. She went there only for spending her time, not to be alone and lonely in the apartment. But, she actually didn't know exactly what her purpose to go to Beijing. It was so useless when she told to Tian Tian on the phone. This really shows that her minds is still wishy washy. She even didn't know about the place that she went at that time. The second role confusion is between a woman in the real life or as the writer in the unreliable life. Her grandmother decided what she wants to be in the future. In fact, it was my grandmother who predicted that I would be a writer. With a literary star shining down on me and a belly full of ink, I would, she said, make my mark one day. (Weihui, 1999: 18). By the predicted of her grandmother, Coco's feeling had been hypnotic that she will be a writer. She fetch up all standing by her grandmother's predicted. "Coco, I've got an idea," he said. "What idea?" "Why don't you give up you job at the cafe?" Tian Tian said. "Then what would I do?". "We have enough money, not to have work all the time. You could write your novel." (Weihui, 1999: 6) In a time, when she mets Tian Tian at the first time and Tian Tian asked her to be a writer, she suddenly agreed with that decision without thinking about another risk. Actually, she had already made a several job, it is in the magazine company publisher and also she had already wrote a several short stories but it didn't make succeed. That is the causes she quits become a writer until she met Tian Tian. She started to write again as Tian Tian grant to her. Tian Tian asks Coco to become a writer again because he trusts Coco that she can write again. It brings the clear explanation that she still uncertain about her ability to be a writer. After she met Tian Tian that makes her ability suddenly appear again. "From the moment I first saw you at green stalk, I just feel you were cut out to be writer." Tian Tian went on (Weihui, 1999: 23). As Tian Tian said that he totally sure that Coco's life were being set as a writer. He saw Coco at the first time when she done her job in Green stalk cafe. Started at that time, Tian Tian saw Coco that she is correctly to set as being a writer. But she still uncertainty about her self to be a writer. The novel had brought me in a worry. I didn't know how to disguise myself effectively to my readers. In other words, I didn't want to mix my novel up with my real life and to be honest, I was even more worried that as the plot developed, it could have an impact for my future. (Weihui, 1999: 92) This is become her trouble to become a famous author. The novel that she wrote, she had to be an invisible woman. She had to separate between herself in the real life with her self in her novel. She needs to modify the manner in order to conceal her identity of her character in the novel. Because if she wrote her real life in the works, people thought about her life is abnormal. By the time she felt so worry if she went so far. She feels truly sad and becomes so pessimistic about her novel. Her pessimistic appears since her novel did not make any significant change or even she has no feeling that her novel will become a sensational novel or she will become a famous author. She even more worries when she can't distinguish her real life that proper to be written in her works. It gives an impact in her future, what is the impact of it she still does not know about it. Who knows what the future brings, but she has to avoid the bad things happen in her life. The way to avoid the bad thing is not to invoke her real life in her novel that she wrote. She wants to be a writer but not to write about her real life as public consumptions. Another thing that can appear her spirit to become a writer is her psychologist, David. He is not only suggested her as a writer but also give a value to Coco's character. The third Coco's role confusion comes from her love. She has two different characteristics of her lover. Between her real love Tian Tian and also her affair Mark. After she quits from her job in the Green Stalk cafe and her parents forbid her to live in Tian Tian's apartment, she gets so out of control. She meets with the Germany man in her friend party, Madonna. The Germany man named Mark. Mark's abilities seemed to have been a gift from the gods, whereas Tian Tian was the total opposite. They were like beings from two different universes. Their existences met in inverted images of themselves projected onto my body (Weihui, 1999: 177). Her role confusion to choose between Mark and Tian Tian started when all of them show their differences. Mark has so much abilities and much power to attrack his opposite. He is also a business man that has so much relation everywhere. He is a business man that work for a while in Shanghai. Tian Tian just couldn't handle sex. I'm not sure if it was related to the tragedy that caused his mental problems, but I remember the first time I held him in bed. When I discovered he was impotent, I was devastated, so much so that I didn't know if I could stay with him. Ever since college I had seen sex as a basic necessity (although I've since changed my mind about this). (Weihui, 1999: 5) In that quotation shows that the men named Tian Tian is Coco's boyfriend that she just recognised him not too long. Tian Tian also has a problem with his identity because his background of his life is not really good. "Grandmother was convinced it was murder. My dad didn't have any history of heart disease; she said my mother killed him. That she had another man over there, and they plotted it together" (Weihui, 1999: 3). In addition, the background life of Tian Tian is because of the mystery death of his father and the unfaithful mother. But, he still does not believe her grandmother, it can probably true. These bring his silent and cool characterisation in his daily life. "Tian Tian just couldn't handle sex" (Weihui, 1999: 5) from the quotation, it gives clear description that Tian Tian has a trouble with his sex ability. He can not handle his lust even he has a trouble with his sex ability. He is an impotent, but Coco does not know the cause of his impotent. "I'm not sure if it was related to the tragedy that caused his mental problems, but I remember the first time I held him in bed" (Weihui, 1999: 5). Perhaps, it has a relation to his mental tragedy that caused his mental problem. That is the causes of his impotent. He has no desire to a women, Coco is the one that he loves much. In the other hand, Coco feels disappointed with the sexual of Tian Tian. "I was devastated, so much so that I didn't know if I could stay with him" (WeiHui, 1999: 5). Until she is speechless to lay waste and think about what should she does for the next after she knew he was an impotent. If it takes a look to the Erikson stages, this case has a problem with Coco's love that has in the sixth stage. The sixth stage believed that love could become something that heal everything, include the crisis of identity. But, in this case, it would never happen because the cause of the crisis itself is love. Coco's feeling is so shatter when she knows that her lover can not give her a satisfaction. Coco has a big lust to a man that she loves. "Ever since college I had seen sex as a basic necessity (although I've since changed my mind about this)" (Weihui, 1999: 5). It shows when she was in the college, she really likes sex and she makes sex as her necessary in her life even she tried to handle this but she can't. In this case, she has role confusion in her adolescence period that can cause the refusal from the society because of her attitude. It proves in her last sentence. Furthermore, for her sex is her basic necessity, it is also for everyone. She has a life compulsion. As it mentions, she needs a sexual satisfaction to give her alive and defend her self. "The man I love can't give me a sexual satisfaction, and worse, he can't give me a sense of security. He smokes drugs, and he's disengaged from the world. Now he's carried his kitten off to the south, and it seems as if he could leave me at any time. I mean forever. Meanwhile, a married man is giving me physical satisfaction but has no impact on my emotions. We use our bodies to interact and rely on them to sense each other's existence, but they're also a protective layer between us, keeping us from connecting mentally" (Weihui, 1999: 104) That is all of her explanation to her psychologist, David. It is clear enough that she really has a serious trouble with her life, the people that she loves. Her first serious problem is with her real love, Tian Tian. He can't give her satisfaction in the bed. She is lack of the gratification of a desire's needed. She is insecure from many bad things around because Tian Tian can't save her. He unconnected him self from something that holds fast and entangles. He is a serious drugs smoker. He is also alienate him self from the world. He really likes to be alone and push him self away from people. This is really bad for Coco that has an ambition's character. Another side comes from her affair. Mark is a husband from a Germany woman. But Coco felt satisfaction with Mark. He gives too much about a lust to Coco. Unfortunately she has no emotion to Mark, even it is only about caring him even less for loving him. He is capable of giving protection to Coco but she only relies on Mark's body to give her a satisfaction in the bed. She only separates herself with Mark as a sex partner to give a mental satisfaction. Her purpose to hang affair with Mark is only to give her alive. Without a lust from the man, Coco's feeling will be so wild because she can't life without a sex from a man. Without sex, she is never being an existed woman. She is really in trouble. As it mentions in the first paragraph, "ever since college I had seen sex as a basic necessity (although I've since changed my mind about this)." (Weihui, 1999: 5). This novel has a thick relation to love. Love is something that Coco's need to life alive. Indeed, she has so many people around that really love her so much. But, she needs the special person to love her, to share her life together for her future. Sometimes, love can become the cause of someone's problem. It becomes the causes of an identity, characteristics and also another psychological problem. In this case, Coco faces an identity problem that influenced by her love. Intimacy love appears because of there is comfortable feeling, ability to intimate a relationship between people. Intimacy as the component to create a love, intimacy emerges in the Coco's love. There are also several types of love that will make this intimacy appears. They are types of liking as a friendship, romantic love, companionate love, and also consummate love. All of those types emerge in Coco's love. For the first types of love in this intimacy is the type of liking as a friendship. It only happens between her friends, Madonna. As she knows her not too much from Tian Tian, she spends not too much time with her. But one day, they spend a couple days to share about their love in warmth. "Poor you! Your worries have used up all your endorphins. You need to watch your health!" (Weihui, 1999: 173). It shows when Madonna feels so worry about Coco's condition because of her bad mood circumstances. She tired in her worries about her novel. Until, she spends a week to write a lot, finish her novel until she never gets out form her room. She needs refresh her mind, then Madonna comes and stays there. That's what a friend for. The next type of love that emerges her identity crisis is the type of companionate. Companionate of love occurs in the family, when there is a big commitment but has no passion at all. Coco's commitment to her family is about her life as being a good woman in front of her family. A well-manner man, he spoiled me from the start. By the time I was three, he had trained me to appreciate operas such as La Boheme. He always worried that when I grew up I'd lose my body and soul to a sex maniac. I'm his most precious baby, he says, and I should treat men cautiously and never shed tears over them. (Weihui, 1999: 19) This fact shows that she doesn't grow as a good woman as the wishing of her parents. Her family had reined her to become a good woman. But her parents are totally go in the wrong way. Her father comes from a well manner man contains of a lot of knowledge as the lecture in one of the university in Shanghai. He is so worried about her daughter. When Coco still in the three years old, he often brought her to see an appreciate opera such as La Boheme. He thought that it would trained her about how to be a good woman. But, that's all about her father's efforts is totally useless. She won't to disappoint her father, and she hides her real self in front of her family. As long as she doesn't make them cry or disappointed, she still stay calm in front of them. Even thought she has no one to share about her boyfriend, about her novel and even about all of the whole cruel life that she faced. The next type of love in this intimacy is the romantic love. The deepest love comes from Tian Tian, a man younger than her. Their introduction from one to each other is too fast. Until, that is, the day he gave me a note said "I love you" along with his name and address." (Weihui, 1999: 2). It's clearly enough that Tian Tian falling in love with Coco at his first sight when Coco still does a job in the cafe. He directly gives her a note that he loves her by not saying any words or even knowing her name. "I don't know why. I just wanted you to make love to me perfectly just once. I want you so much, because I love you." (Weihui, 1999: 245). The strength of romantic love appears. Romantic love also has a passion beside the intimacy to the closeness. Even she has an impotent boyfriend, but she still wants to heal her boyfriend. Her statement proves that she really loves her boyfriend even she has to convey to herself that he never has sex with her. This leads her intimacy to another man that can satisfied her. She really wants him to be a normal person in order to feel the real sex from the one that she really begs on her life. This passion brings her to the deepest romantic love. The passion's component of love is one of the parts that take much in this novel. It has a lot of impact to Coco's identity crisis because of this component of love. There are types of love that can be the shape of passion. They are infatuation love, fatuous love and also romantic love. As it explained in the previous chapter, infatuation love is a love at the first sight and also a crazy love because of something that interact people to stay with their couple. In this case, Coco also faced love at the first sight to Mark. "His eyes were shining in the darkness, like those of an animal lurking in the shrubbery. I was surprised by the feeling those eyes gave me." (Weihui, 1999: 29). She suddenly feels so attracted by Mark's gaze on her. His eyes is so glistening with his sharp sight. She feels like she has no power at all not to look his eyes stared at her. This is the symbol of the love at the first sight to Mark. Started her meeting with Mark, she begins affair from Tian Tian. Her first sight to Mark is the inception of her problem with her confusing love, confusing identity and confusing her intimacy. While her fatuous love started when she was in a college. Coco's infatuation love emerges when she was in college. It shows that she has a big lust since she was in her college. She told about her crazy boyfriend. He is the person that teaches Coco about sex. Started at that time, she has a big lust, a high desire to the man that she loves. "My ex just happened to cater to several of those dispositions, from dependence to masochism to narcissism, and my need to atone to my mother for my sins would be an emotional theme throughout my life." (Weihui, 1999: 35). He leads Coco to the bad characteristic. Masochism brings Coco to an abnormal condition in which pleasure, especially sexual pleasure, is derived from pain or from humiliation, domination by her ex boyfriend. She has the tendency to derive sexual gratification, from being physically or emotionally abused. Romantic love from Coco between her relationship with Tian Tian and also her affair with Mark is appears. She is deliberately behaves in such a way as to attract attention from Tian Tian. She performs dangerous stunts to attract attention and also a compulsive desire to expose her genitals. He showed no pity, never stopping for a second. The pain burst into a kind of apoplexy. "I opened my eyes wide and looked at him, half in love, half in hate. I was aroused by his naked white body." (Weihui, 1999: 63). It happens when they had a sex. Mark is really lustful to Coco, he until didn't give Coco a chances to take a breath. He has no compassion to Coco because he is in the top of his lust. He had a sex with Coco such a fit of an extreme anger to her. He is just like loss of his consciousness. She also stimulated her sexual desire by Mark's body. She feels a great sexual desire with Mark. "That very night he successfully improved his knowledge of me, from my breast down to my toes, from my heavy breathing to my loud cries." (Weihui, 1999: 69). Until, Coco feels so satisfied with Mark's act in the bed. She is really enjoying that sexual affair. I promised Tian Tian I would visit him often and that I would take a good care Fur Ball and myself. I would write seriously and finish my novel. I wouldn't let myself sink into nightmares. I had to believe I was the luckiest and most beautiful woman alive and that miracles do happen. It was all I could do. I swore I would await his return. I love you. And that's how my love is (Weihui, 1999: 165). Fatuous love is love pushes by desire and also a commitment to go to the future, it is marriage. This happens between Tian Tian and Coco. Coco wants Tian Tian to go to the Reproduction Healthy Centre because she really wants him to recover him self. It means that she really hopes to Tian Tian's health. She really cares to Tian Tian but Tian Tian never cares about his health. Beside Tian Tian has a problem with his genital, he is an impotent, he is also a drugs user. He becomes so drugs user when he was far away from Coco. He took morphine. Unfortunately, he doesn't realize that Coco wants him so much in the future. Beside her care to Tian Tian is too much, she also has a commitment to her self that she will finish her novel. Her novel is the only hopes for Tian Tian's life. She wants to grant Tian Tian's hope. She won't disappoint him. Her commitment here will bring her to the spirit of a life instinct, so does Tian Tian. Commitment love also has a several type of love that built this component. They are an empty love, companionate love, fatuous love and the last is consummate love. The companionate love and fatuous love had been discussed in the previous component of love. They also emerge the strong commitment. an empty love appears because of a compulsion from someone. Even a strong love suddenly can become an empty love because of the broken role of a relationship, but it still has a commit through to the future. In the commitment component, Tian Tian had to fix him self to life with Coco but he had no responsibility to her. While the opposite happens to Coco, she had to take a full responsibility to Tian Tian because he has not much friends to share, dissociable from her family and also his society around. She has to be more carefully also to Tian Tian because he consumes morphine too much everyday. "For no good reason, I felt responsible for him – and also a sense of remorse." (Weihui, 1999: 23). She feels a sense of deep regret and guilt for some misdeed. She has to be more patient and has a strong enough emotion to face Tian Tian's character as being a drug user. Coco also is a woman that has a strong desire for success or achievement. He describes Coco is a person who wishes to rise above her present position or condition. She has full of power to be a success woman that has an enough effort for her better life. She is also a loyalty person to her future. From all of Coco's power to be a success woman, it gives an impact to Tian Tian. He has to commit to him self that he has to be alive because of Coco. He stated to him self of being committed or pledged to Coco that he had to have a good effort for his better future. In order to convince Coco about his committed. CONCLUSION In Wei Hui, Shanghai Baby, the main character is Coco. She has an identity crisis and it influences by her love. As the identity emerges problem for Coco, it followed by the appearing of 2 statements of analysis in this study. Therefore, based from all of the recent analysis of the data, the result can be concluded that there are two conclusions. Firstly, she has a different character because in her previous period she can't choose a certain identity for her self. She has a problem with her identity. If an identity can't be the people's necessity, they will out of control and have a divergent in their identity. It called as an identity crisis. She faces an identity crisis with the role confusion and also an intimacy. Her role confusion emerges between her profession as a writer and also her self as a woman. She can't choose which one that will be the most important for her life. She is a writer, she also has a good imagination of something, but she can not distinguish which one is the imagination and which one is the reality. Her dreams is always blows her up, it brings her everywhere until she goes everywhere that she did know where should she go and what should she did. Her role confusion emerges because of her lover too. She has 2 lover, but her real lover is an impotent while another one is a foreigner from German. This brings her a sexual disorder with her boyfriend, Tian Tian while Tian Tian is an impotent. She can not choose which one is the best for her. So, her choice is just only depending on her 2 lover whether Tian Tian will leave her or Mark that leave her away. Whereas her intimacy between 2 lover run well, she has no problem when she met with Mark. She can not get what she wants from Tian Tian. Mark only becomes a man that will give her the satisfaction in the bed. She does an affair with Mark, she really satisfied with Mark but she won't to fall in love with Mark because she still has Tian Tian. Even she has Tian Tian, he can't give her the best secure for her, lack of attention because Tian Tian is too busy with his morphine. She can not choose the man that she loves because she loves both of them while the balance in life is people should choose only one person to be our lover, to be the one only that can share a future together. Secondly, an identity crisis appears because of many factors. Actually the identity can go weakness because of the society around. Identity of someone sometimes annoys by many factors. The biggest factor from this novel that emerges the identity crisis is because of love. Love is a general way to healing something. But in this case, love becomes a trouble for Coco's identity. There are components of love that leads Coco to her identity problem. Her love contains of an intimacy, passion and also a big commitment for her future. All of the components appear a trouble for her life in searching for her identity about her self as a woman or as a writer. In every components of love, it has a several types of love that built becomes one strong component. The deepest love of Coco is only to Tian Tian but he can't give the satisfactions to her. This leads her to affair with Mark. She breaks the law of faithful, this brings her minds so blind until she can not think about what the future brings. She makes a relationship without thought what are the consequences that emerge by her relationship. Love needs a sacrifice to get the immortality of it. 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Беневич Г. И. Логос Мелхиседека. Экзегеза и парадигма обожения у прп. Максима Исповедника В этой статье рассматривается один из сложнейших вопросов библейской экзегетики образ Мелхиседека и его связь с образом Христа. На материале ряда сочинений прп. Максима Исповедника показывается значение этого вопроса для восточного богословия VII в. Ключевые слова: Максим Исповедник, Мелхиседек, Христос, экзегетика. Benevich G. I. Logos of Melchizedek. The Учупуышы and Paradigm of Deification in the Works of Maximus the Confessor In the article, there is regarded one of the most complex matters of the Bible exegesis, i. e. image of Melchizedek and its relation to the image of Christ. The meaning of the matter for Eastern Theology of the VII century is shown through a set of writings of St. Maximus the Confessor. Key words: Maximus the Confessor, Melchizedek, Christ, exegesis. Бирюков Д. С. Николай Мефонский и его полемика с учением Прокла в контексте византийского проклренессанса Статья посвящена особенностям полемики византийского церковного писателя XII в. Николая Мефонского с учением Прокла. Указано на платонизирующих византийских авторов современной Николаю эпохи, с которыми он мог неявно полемизировать. На примере преломления Николаем платонического учения об иерархии причин сущего и учения об универсалиях показано, что Николай склонялся к номинализму и расходился в этом как с неортодоксальными, так и с некоторыми ортодоксальными авторами, а также с распространенной в Византии позицией, характерной для Александрийской школы Аммония, предполагающей троякий способ существования универсалий. Ключевые слова: византийская философия, проблема универсалий, платонизм, Александрийская школа философии, византийский проклренессанс. Birjukov D. S Nicholas of Methone and His Polemics Against Proclus in the Context of the Byzantine Proclosrenaissance The article is concerned on the features in polemics of the Byzantine Church author Nicholas of Methone with the authorities who kept the doctrine of Proclus in XII century. We have suggested the names of the authors in Nicholas' epoch, with whom he could maintain his latent dialogue in his writings. On the example of interpreting the Platonian notion concerning the hierarchy of causes of Being and the notion of Universals we show that Nicholas whose more inclined to Nominalism, fallen into divergence both with Non-orthodox and same Orthodox authors on that point. So that the analysis of his writings reveals the difference with the widespread position in Byzantium, characteristic to the Alexandrian school of Ammonius, which supported the Doctrine of Universals' existing in three modes. Key words: Byzantine philosophy, the problem of universals, Platonism, Alexandrian school, Proklosrenaissance. Бурановская Н. А. Сакрализация камня в культуре Средневековой Индии Сакрализация камня как наиболее долговечного материала, способного запечатлеть ценностные доминанты и духовные смыслы культуры, характерна для большинства цивилизаций Востока. В данной статье рассматривается космологическая символика индуистских храмов, являвшихся в своей исторической эволюции развитием идеи жертвенного алтаря. Ключевые слова: Индия, индуизм, каменное храмовое зодчество, сакрализация камня. Buranovsky N. A. Stone Sacralization in Culture of Medieval India The stone sacralization as the most durable material, capable to embody valuable dominants and spiritual senses of culture, is characteristic for the majority of civilisations of the East. In given article the cosmological symbolism of Hindu temples which were development of idea of a sacrificial altar in the historical evolution. Key words: India, Hindu, stone temple architecture, a stone sacralization. Бурмистров С. Л. Эстетика неоведантизма и принцип dhvani В статье на примере философии искусства С. Дасгупты рассматриваются некоторые особенности неоведантистской эстетики и ее связи с эстетическими представлениям древней Индии и с западной эстетической мыслью (Г. В. Ф. Гегель). Анализируется роль понятия dhvani (намек, скрытый смысл) в индийской эстетике и особенности восприятия неоведантистами гегелевского учения об искусстве как образном воплощении идеи. Ключевые слова: эстетика, прекрасное, неоведантизм, Гегель, dhvani. Burmistrov S. L. Esthetics of Neo-Vedantism and the Dhvani Principle In the paper specific features of neo-vedāntist aesthetics (S. Dasgupta's philosophy of art) are considered and its relations with aesthetic theories of ancient India and with Western aesthetic thought (G. W. F. Hegel) are examined. The main topic of the paper are the role of the concept dhvani (hint) in Indian aesthetics and specific features of neo-vedāntist reception of Hegel's theory of art as an embodiment of an idea. Keywords: Aesthetics, beauty, neo-vedāntism, Hegel, dhvani. Гольцев Д. В. Образ Храма в истории и современной культуре евреев Единство языка, традиций, культуры, которые еврейский народ сохраняет на протяжении более четырех тысяч лет покоятся на религиозном фундаменте иудаизма. Желание иудеев жить в чистом и святом мире, который был утерян прародителями после грехопадения, воплотилось в Храме. Идея Храма укоренена в самих истоках истории еврейского народа. И вся история евреев по сей день неразрывно связана с Храмом. Ключевые слова: культура, религиозное сознание, Храм, синагога. Goltsev D. V. Image of the Temple in the History and Contemporary Culrure of Jews The unity of language, traditions, and culture preserving by the Jewish people throughout more than four thousands years base on the religious foundation of Judaism. The desire of Jews to live in the clear and holy world lost by progenitors after the Fall had been embodied in Temple. The idea of the Temple is grounded in the very origins of Jewish history. And the whole history of Jews is intimately connected with the Temple to the present time. Key words: culture, religious consciousness, the Temple, synagogue. Воробьева-Десятовская М. И. Мечников Л. И. и русская цивилизация XIX в. Статья посвящена страницам биографии Л. И. Мечникова. Автор анализирует его жизненный путь, чтобы выяснить, когда ученый задался вопросом о причинах зарождения цивилизаций. Он считал ошибочным усматривать причину зарождения древних цивилизаций в благоприятных климатических условиях, поскольку климатические условия, в которых зарождались цивилизации, не были идентичны. Л. И. Мечников первым в русской науке сделал шаг к выявлению роли географического фактора в историко-цивилизационном процессе. Ключевые слова: первобытная культура, географический фактор, изменения климатических условий Vorob'yova-Desyatovskaya M. I. L. I. Mechnikov and the Russian Civilization of the XIX Century. This article is devoted to crucial points of L. I. Mechnikov's biography. The author analyzed his life story in order to explain how he conceived the idea of civilizations' origin. Mechnikov rejected auspicious climatic conditions as the main cause of the ancient civilizations' arising. He proved the exceptional role of geographical factor of historical-civilizational process. Mechnikov was the first Russian scientist who represented this mode of thinking. Key words: primitive culture, the geographical factor, changes of environmental conditions. Джибраев А. Ю. Судан-2011: грядущая религиозно-иделогическая реструктуризация До референдума 2011 г. о разделении Судана на южное и северное государства осталось менее года. В контексте столкновения западного, американского образца, и исламского проектов глобализации актуальным представляется и обсуждение, и прогнозирование геополитических последствий референдума. Cтатья посвящена анализу суданского узла пересечения интересов Запада и стран исламского мира: социально-политической и экономической ангажированность Судана, внутрисуданских политических противоречий, позиций Евросоюза и США в разделении Республики Судан. Ключевые слова: геополитика, суданский референдум, исламистские национальные движения Dzhibraev A. Y. Sudan-2011: Сoming Religious & Ideological Restructurization Less than one year has been left prior to the Referendum-2011, targeted to divide Sudan on the South and North states. In the context of clash of the Western, American and Islamic Globalization Projects, to discuss and forecast the geopolitical implication of the Referendum seem to be actual. This article is designated for analyzing the Sudanese intersection node of the Western and Islamic countries' interests and meaning the social & political involvement and commitment of Sudan, internal Sudanese political contradictions, and the EU & EC positions on division matters of the Republic of Sudan. The attention is focused to discussing the forthcoming reaction to the Referendum results in the conditions of a potential local East Africa's conflict transplantation into the ideological fields of challenge for various Globalization Projects and with the view of preventing the negative consequences for the neighboring regions regarding formation of two independent states. Key words: geopolitics, Sudanese Referendum, islamist national movements. Ермакова Т. В. Вклад монголоведа А. М. Позднеева в исследование буддийской культуры Статья посвящена анализу вклада монголоведа А. М. Позднеева в исследование буддийской культуры. Проанализированы результаты двух его поездок в Монголию (1876, 1892): описание буддийских монастырей в аспекте управления, религиозных практик, архитектуры и повседневной жизни, восстановлена его концепция историко-культурной уникальности центральноазиатской региональной формы буддийской культуры. Ключевые слова: буддизм, Монголия, российские экспедиции. Ermakova T. V. Personal contribution of mongolist A. M. Pozdneev into Buddhist culture research This article is devoted to the evaluation of the personal contribution of the Russian mongolist A. M. Pozdneev into Buddhist culture research. Notable results of his two expeditions into Mongolian region were analyzed: complex description of the Mongol Buddhist monasteries in various aspects: management, religious practices, architecture and everyday life. Pozdneev's conceptualization of Mongol regional form of Buddhist culture was analyzed. Key words: Buddhism, Mongolia, the Russian expeditions. Касаткина З. А. Дирижерско-хоровая педагогика и образование в России на современном этапе Статья посвящена проблемам теории хорового дирижирования, методике преподавания дирижирования, а также вопросам полифункциональности данной профессии. Рассматривается проблема качественной подготовки и воспитания хорового дирижера высокой квалификации, выявление специфических дирижерских способностей, раскрытие понятия дирижерско-хоровая школа, определение основных методологических и теоретических аспектов основ системы хорового образования и исполнительства. Ключевые слова: теория хорового дирижирования, дирижерско-хоровое образование, педагог, музыкант, дирижерско-хоровая школа. Kasatkina Z. A. Choir Conducting Pedagogy and Education in Russia at Present Days The article is dedicated to theoretical questions of choir conducting, choir conducting teaching methodology as well as to questions related to multifunction of this profession. The author contemplates such issues as: education of highly qualified choir conductor, revelation of specific conductor skills, academic detailing of meaning for choir conducting school, determination of basic methodological and theoretical aspects of choir and performance educational system and its basis. Key words: theory of choir conducting, choir conducting education, pedagogue, musician, choir conducting school. Климов В. Ю. Светские власти, Рэннё, восьмой иерарх буддийской школы истинной веры Чистой Земли, и ее адепты в средневековой Японии В XVI в. крупные феодалы сэнгоку-даймё законодательными мерами стремились запретить деятельность адептов буддийской школы дзёдо синсю. Школа была основана Святым Синраном (1173-1263). Рэннё (1415-1499) в XV в. сумел создать мощную религиозную организацию. Он отстаивал основные положения Учения школы, борясь с искажениями и ересями. Ключевые слова: религиозное движение икко-икки, буддистская школа дзёдо синсю, Синран, Рэннё, буддистский храм Хонгандзи. Klimov V. J. In the XVI-th century feudal lords sengoku daimyo tried to prohibit the activities of religious followers of Buddhist school jodo shinshu by law The Buddhist school was founded by Saint Shinran (1173-1263). In the XV-th century Rennyo (1415-1499) managed to create a powerful religious organization. He was supporting main statements of the religious doctrine, and was fighting against its misinterpretations and heresies. Key words: Religious movement ikko-ikki, Buddhist school jodo shinshu, Shinran, Rennyo, Buddhist temple Honganji. Ларионова Д. Г. Лингвокультурные предпосылки формирования концепта родина Статья посвящена формированию концепта родина на фоне американской лингвокультуры. Анализируются типологические особенности русской и американской культур, обусловившие различия в значимости концепта для языкового сознания русских и американцев. Исследуются лингвокультурные предпосылки формирования концепта родина как базового концепта русской культуры. Сопоставляются переводные соответствия концепта в русском языке и американском варианте английского языка. Ключевые слова: родина, концепт, русская культура, американская культура, лингвокультура, Larionov D. G. Lingual-Cultural Premises of Formation of the Motherland Concept The article is dedicated to the formation of the motherland concept against the background of the American lingual culture. The typological features of the Russian and American cultures that cause different meaning of the concept in the lingual consciousness of the Russian and American people are analyzed. The lingual cultural premises of formation of the motherland concept as a basic concept of the Russian culture are considered. The translated equivalents of the concept in the Russian and American English are compared. Key words: motherland, concept, Russian culture, American culture, lingual culture. Марахонова С. И. Выдающийся исследователь японской художественной культуры Сергей Елисеев и его петроградское окружение Статья посвящена деятельности С. Елисеева в области искусств, которое было его центральным интересом, что дает повод историкам считать его, прежде всего, специалистом в области дальневосточной культуры и искусств. Елисеев начал свои исследовательские изыскания, обучаясь в Японии. Позже, в 1915-1920 в Петрограде он подготовил лекции по дальневосточному искусству для Государственного университета и других институтов. Елисеев прожил первое десятилетие в эмиграции в Париже, где он работал как хранитель японской коллекции в музее Гиме. Парижский период был самым плодотворным для научной деятельности. С 1934 по 1958 С. Елисеев профессор Гарвардского университета США и директор Института Гарварда. Ключевые слова: востоковедение, Сергей Елисеев, дальневосточное искусство, культура Японии и Китая. Marakhonova S. I. The Outstanding Far Easten Fine Arts'scholar Serge Elisseeff and His Petrograd Environment The article deals with Serge Elisseeff 's activities in the field of fine arts. This was one of his most great interests and he is considered by some people the history of Far Eastern culture and fine arts scholar first of all. Elisseeff began his fine arts studies when a student in Japan. Later in 1915-1920 in Petrograd he prepared a lot of lectures on Far Eastern fine arts at the state university and some other institutes. Elisseeff spent the first decade of his emigration from Russia in Paris where he worked as the Japanese collection keeper in the Guimet museum. The Paris period was the most productive for Elisseeff 's scientific publications most part of which belonged to fine arts' problems. From 1934 to 1958 Serge Elisseeff spent in the USA as the Harvard University professor and director of the Harvard-Yenching Institute. Key words: Oriental studies, Sergey Yeliseyev, Far East arts, culture of Japan and China. Матюшкина Е. Н. Тип героя в исторических романах Б. Окуджавы В статье делается попытка создания типологии героя в исторической прозе Б. Окуджавы. Для этого рассмотрены произведения Бедный Авросимов, Похождения Шипова или Старинный водевиль, Свидание с Бонапартом, Путешествие дилетантов. В романах Окуджавы происходит трансформация героя середины XX века, наблюдается своеобразная модификация образов маленького человека (Авросимов, Шипов, Опочинин), лишнего человека (Мятлев). Ключевые слова: историческая проза, типология героя, маленький человек, лишний человек. Matyshkina E. N. Type the Hero in Historical Novels B. Okudzhava The seeks to make a typology of the hero in historical prose B. Okudzhava. To do this, consider the product Poor Avrosimov, The Adventures Shipova or old vaudeville, Rendezvous with Bonaparte, Journey dilettantes. In the novels there is a transformation of the hero Okudzhava mid XX century, there has been a kind of modification of images of the little man (Avrosimov, Shipov, Opochinin), superfluous man (Myatlev). Key words: historical prose, the typology of the hero, little man, superfluous man. Махлина С. Т. Значение Эдварда Саида в современной культуре и культурологи Доминантным аспектом современной культуры является глобализация. Конечно, это явление имеет черты двойственности. Основные особенности глобализации очень ярко воплотились в судьбе и творчестве Эдварда Вади Саида (1 ноября 1935 г. 25 сентября 2003 г.). И жизнь, и творчество, и политическая, и общественная деятельность его настолько двойственны, что отражают все противоречия глобализации. Фигура Эдварда Саида весьма 320 показательна для современной эпохи и, несомненно, значима для современной культуры и культурологии. Ключевые слова: глобализация, культура, культурология, Запад, Восток, ислам. Mahlina S. T. Edward Said's Value in Modern Culture and Cultural Science Globalisation is a dominant aspect of modern culture. This phenomenon is surely of dual nature. Main features of globalization are embodied in the art and life of Edward Wadie Said (1.11.1935-25.09.2003). His art and life, his political and social activity, are so ambiguous that reflect all controversies of globalization. Edward Said is a representative figure of the modern times and is definitely significant for the modern culture and culture studies. Key words: globalization, culture, culture studies, West, East, Islam. Микитюк Ю. М. Категории органической теории в идеологии почвенников В статье рассматриваются основные положения органической теории, раскрывается ее место в идеологии почвенничества. Анализ таких понятий, как народность, нация позволяет раскрыть решение почвенниками проблемы соотношения национального и общечеловеческого. Ключевые слова: органическая теория, нация, народ, почва, Григорьев, Страхов, Достоевский. Mikityuk Y. M. The Organic Theory in Ideology of Pochvenniks This article discusses the basic statements of the ''organic theory', it also reveals its place in the ideology of Pochvennichestvo. The analysis of such concepts as nation, nationality, nation may allow to solve the problem of the relationship between national and universal by representatives of this ideology. Key words: the organic theory, nation, people, national, soil, Grigoriev, Strahov, Dostoevsky. Михайлова М. В. Классический текст как личное бытие Классический текст рассматривается с позиций онтологической эстетики как один из видов личного бытия. Метафизическая потребность, лежащая в основе искусства, особенным образом реализуется в литературе. Благодаря совершенному тексту, гармонично соединяющему стратегии значения и присутствия, становится возможным эстетическое событие встречи автора, читателя и языка, имеющее важнейшим своим следствием перенастройку личности в согласии человека и мира. Ключевые слова: классика, текст, бытие, язык, автор, читатель. Mikhailova M. V. Classical Text as a Personal Being The article deals with the problem of classical text considered from the point of view of ontological esthetics as a kind of personal existence. The metaphysical requirement underlying art, is realized in literature in a special way. Thanks to the perfect text harmoniously connecting meaning and presence strategies, an esthetic event of a meeting of the author, the reader and the language become possible. Key words: classics, text, being, language, author, reader. Муравьев К. В. Два модуса триадологии А. Ф. Лосева В статье рассматривается триадология известного русского философа Алексея Федоровича Лосева, которая соединяет в себе диалектические начала античной философии и христианское православное богословие. Ключевые слова: триадология, ипостась, онтология, неоплатонизм, диалектика. Muravyev K. V. Two Modi of A. F. Losew's Triadology In the article triadology of noted Russian philosopher Alexey Losew which unites the dialectic principles of an ancient philosophy and Christian orthodox divinity is considered. Key words: triadology, hipostasis, ontology, Neo-platonism, dialectics. Островская Е. А. Теория традиционных религиозных идеологий: методологические возможности и горизонты применимости Статья посвящена презентации принципиально нового подхода к социологическому исследованию процессов институционализации религиозных систем. Методологическое ядро разработанного автором подхода составляет теория традиционных религиозных идеологий, содержащая в себе концептуальный инструментарий для изучения религиозных идеологий Запада и Востока. Авторское рассмотрение сфокусировано на теоретико-методологическом разъяснении таких ключевых концепций этой теории, как традиционные религии, религиозная модель общества, аналитическая схема институционализации религиозных систем. Особый интерес представляет предложенная в статье демонстрация методологических возможностей теории в аспекте преодоления эпистемологической ограниченности постхристианских академических моделей изучения религий. Ключевые слова: религиозные идеологии, социология религии, эпистемологические основания научного изучения религий Ostrowskaya E. A. Theory of Traditional Religious Ideologies: Methodological Capabilities and Horizons of Applicability The article presents a new approach to sociological study of religious systems institutionalization processes. In the core of this approach there is a theory of traditional religious ideologies, as providing a methodological tool for analysis of religious ideologies in the context of Western and Asian societies. The focus is brought to the theoretical and methodological clarifications to three key concepts of the theory that are traditional religions, religious model of society and analytical scheme of religious systems institutionalization. The demonstration of their methodological applicability is of great importance for comprehending epistemological limits of post-Christian scientific models for studies of religion. Key words: religious ideologies, sociology of religion, epistemology of scientific studies of religion. Островский А. Б. Категория замирщение в нормативных документах беспоповцев XIX начала XX в. Термин замирщение, употребленный впервые в конце XVII в. федосеевцами, в течение двух столетий прошел эволюцию: первоначально он выражал противостояние христиане (федосеевцы) / (отлученные, новожены, мирские), а во второй половине XIX в. уже служил мерой для оценки степени утраты благочестия конкретным членом беспоповской общины ввиду недозволенных контактов с иноверными в трапезе, совместной помывке в бане и др. ситуациях общения. Ключевые слова: старообрядцы, межконфессиональные отношения, федосеевцы, поморцы, замирщение. Ostrovsky A. B. The Category of Zamirshenie in Bespopovtsian (a Priestless Sect of Russian Old Believers) Regulations of the 19thand Early 20th Century The evolution of the term zamirshenie first used by the Fedoseetsy in the late 17th century: originally representing the opposition between Christians (Fedoseevtsy) and excommunicates, Novojeny (unionists recognizing marriage), and laity, and in the second part of the 19th century censuring imperfect piousness of individual members of priestless community found guilty of inadmissible contacts with adherents of different creed at meals, in a bathhouse or in other communicative situations. Key words: old believers, inter-confessional relations, fedoseevtsy, pomortsy, zamirshenie. Плебанек О. В. Цивилизационная матрица как категория геополитики Современные направления научных исследований глобалистика, геополитика потребовали и нового категориального аппарата. Традиционные понятия, такие как цивилизация, наполняются новым смыслом, на их базе возникают новые категории, такие как геоцивилизация, цивилизационная матрица, алгоритмы цивилизационной динамики и др. Использование новых и относительно новых понятий в новом контексте требует научного обоснования. Нестрогое, многозначное понимание научных категорий снижает их методологическое значение. Ключевые слова: глобалистика, геополитика, цивилизация, геоцивилизация, цивилизационная матрица, алгоритмы цивилизационной динамики. Plebanek O. V. Civilizational Matrix as the category of geopolitics Modern directions of scientific researches global studies, geopolitics have demanded also new categorial the language. Traditional concepts, such as a civilization, are filled with new sense, on their base there are new categories, such as a geocivilization, civilizational a matrix, algorithms civilizational dynamics, etc. Use new and concerning new concepts of a new context demands a scientific substantiation. Not strict, multiple-valued understanding of scientific categories reduces their methodological value. Key words: global studies, geopolitics, a civilisation, a geocivilization, civilization a matrix, algorithms civilizational dynamics. Прокуденкова О. В. Роль географического фактора в культурологической концепции Л. И. Мечникова В статье рассматривается культурологическая концепция выдающегося русского ученого Л. И. Мечникова. Отмечается особое внимание к проблеме географического детерминизма и роли природных условий в генезисе и развитии цивилизаций. Показано, что Мечников обосновывал своеобразие историко-культурного развития географическим фактором, главным из которых была гидросфера водное пространство, ставшее общим объединяющим признаком классификации мировых цивилизаций: речные, морские и океанические. Ключевые слова: географический фактор, гидросфера, цивилизация, географический детерминизм, культурогенез. Prokudenkova O. V. Role of Geographical Factor in the L. I. Mechnikov's Culturological Concept In the article, the culturological concept of outstanding Russian scientist L. I. Mechnikov is considered. Special attention to the problem of geographical determinism and role of environment in genesis and development of civilizations is paid. It is shown that Mechnikov saw the reason of originality of historical and cultural development in geographical factor, mainly, in hydrosphere, as water space is general uniting sign of classification of world civilizations: those of river, sea, and ocean. Key words: geographical factor, hydrosphere, civilization, geographical determinism, genesis of culture. Регинская Н. В. Александр Невский как символ национальной идентичности в современном искусстве Повышенное внимание, уделяемое Александру Невскому сегодня, связано как с незаурядной личностью Благоверного князя, так и с потребностью восстановления национальных символов новой России. Святому Александру Невскому принадлежит роль выдающегося русского героя. Закономерно обращение современного искусства к героике Благоверного князя Александра Невского, изображение которого своеобразно своей двойственностью: сакральноиконографичным содержанием и экспериментально-светской манерой исполнения. Ключевые слова: иконография, традиция, экспериментальное искусство, духовноиконологическое течение, иконная драматургия Reginsky N. V. Alexander Nevsky as a Symbol of National Identity in the Modern Art An increased attention is paid nowadays to Alexander Nevsky owing to the remarkable individuality of the Blessed Knyazh as well as to the need of renewal of New Russia's national symbols. Saint Alexander Nevsky has a role of an outstanding Russian hero. Modern Art logically addresses the heroic stories of the Blessed Knyazh Alexander Nevsky, whose image is peculiar due to its ambivalence: its sacral-iconographic content and experimentally secular manner of fulfillment. Key words: Iconography, Tradition, Experimental Art, Spiritually-Iconological Trend, Iconic Drama. Рысаков А. С. Основные тенденции в конфуцианстве эпохи Цин Статья посвящена аналитическому рассмотрению истории конфуцианского учения в XVII-XIX вв. Рассматриваются различные аспекты трансформации конфуцианства каноноведение, психотехника, доктрина, ритуальные практики. Восстанавливается политический контекст функционирования конфуцианских школ и направлений. Исследуются доктринальные позиции наиболее значимых конфуцианских ученых цинского времени. Ключевые слова: китайская философия, история конфуцианства, история Китая Нового времени. Rysakov A. S. Major Trends in the Qing Dynasty Confucianism The article is devoted to analytical consideration of the history of Confucian teachings in XVII-XIX centuries. Various aspects of the transformation of Confucianism: canon studies, psychotechnique, doctrine, ritual practice are considered. The political context of functioning of Confucian schools and directions is analyzed, as well as the doctrinal position of the most important Qing time Confucian scholars. Key words: Chinese philosophy, the history of Confucianism, Chinese History. 324 Рысакова П. И. Социокультурная специфика женского образования в традиционном китайском обществе Настоящая статья посвящена выявлению социокультурной специфики женского образования в традиционном китайском обществе. Основное внимание уделено анализу конфуцианских доктринальных предписаний, в соответствии с которыми выстраивались ценностно-нормативные представления о социальном статусе и роли женщины в китайском обществе. Рассматривается педагогический идеал традиционного женского образования. Ключевые слова: конфуцианство, женское образование, четыре женские добродетели, талант. Rysakova P. I. Socio-Cultural Specifics of Women Education in Traditional Chinese Society The article deals with the problem of specific features of female education in Chinese traditional society. It primarily focuses on analysis of the doctrine of Confucianism which regulated the normative expectations of women's social status and role in Chinese society. The aim of women's traditional education is considered. Key words: Confucianism, female education, four women's virtues, talent. Свиридова Л. О. Олицетворение ада в Чине погребению священническому В статье изложены результаты наблюдений над постканоническими восточнохристианскими гимнографическими памятниками на церковно-славянском языке. В центре рассмотрения отличительная черта гимнографической образности: олицетворение не только ада, но и рая, космологических уровней, природных объектов и стихий. В образной системе гимнографического текста выявляются космологический и антропоморфический семиотические коды. Ключевые слова: гимнография, книги церковного обихода кирилловской печати, Потребник, семиотические коды, космологические представления. Sviridova L. O. Embodiment of Hell in theOrder of Priestly Burial The results of observation of Eastern Christian post-canonical hymnographic memorials in the Old Church Slavonic language are given in the article. The central idea of the research is the main feature of the hymnographic imagery the embodiment not only of Hell, but of Heaven, cosmological levels, natural objects and elements. In the system of hymnographic texts cosmological and antropomorphic semiotic codes are presented. Key words: hymnography, church books of Cyril print, Potrebnik, semiotic codes, cosmological views. Селивановский В. В. Сциентистские элементы вероучения Движения Веры Сциентизм в теистической религии парадоксален. Этот феномен вероучения неопятидесятнического Движения Веры побуждает обратиться к анализу его генеалогических корней, теологии и эпистемологии. Крайний фидеизм и далёкое от научной рациональности отрицание чувственного опыта позволяет говорить не о сциентистской ориентации сознания, а о квазинаучном флёре, прикрывающем магический характер практики. Ключевые слова: сциентизм, Движение Веры, метафизическое движение, Новое Мышление, закон веры. Selivanovskiy V. V. Scientistic elements of the Word-Faith Movement's doctrine A claim for scientism in theistic religion is paradoxical. This doctrinal phenomenon of the neo-Pentecostal Word-Faith Movement encourages analysis of its genealogical beginnings, theology and epistemology. Extreme forms of fideism and rejection of the sentient experience, which is foreign to the scientific rationality, do not reveal a scientistic orientation of consciousness but rather a quasi-scientific fleur, employed to disguise the magical nature of the movement's practices. Key words: scientism, Word-Faith Movement, metaphysical movement, New Thought, law of faith. Скоморох Олег А., протоиерей. История тюремного служения христианской церкви в связи с пенитенциарными реформами XVIII-XIX вв. Статья касается вопросов, относящихся к истории тюремного служения христианской Церкви в период пенитенциарных реформ США, Великобритании и России XVIII-XIX веков, когда определялась позиция государств и общества, направленная на христианизацию и гуманизацию тюремного заключения вообще и нравственного исправления заключенных, в частности. Цель статьи ознакомить миссионеров Христианской Церкви, совершающих тюремное служение, с развитием и становлением тюремной миссии, как части государственных систем исполнения наказания. Ключевые слова: тюремное служение, миссия, пенитенциарные реформы, капелланство, Церковь и общество. Skomorokh Oleg A. History of Prison Service of Christian Church in Connection with Penitential Reforms during XVIII-XIX Cent. The article touches upon some questions concerning the history of prison ministry of the Christian Church during penitential reforms in the USA, the Great Britain and Russia in the course of XVIII-XIX centuries, when humanizing and Christianizing position towards the Penal Executive System in general and moral correcting of prisoners in details was taking its shape in those states and societies. The objective of the article is to acquaint the Christian Church's missionaries, carrying out prison ministry, with the progress and development of prison mission, as parts of state Penal Executive Systems. Key words: prison ministry, mission, penitential reforms, chaplaincy, Church and society. Фадеева Т. Ф. Повседневные элементы духовной средневековой культуры. Искусство квадрвиума: Музыка В статье предполагается предварительный обзор культурологических аспектов средневековой системы образования. Автор рассматривает некоторые аспекты формирования хоральной культуры как многоступенчатой духовно-музыкальной системы. Ключевые слова: Средние века, образование, музыка, церковная культура, искусство. Fadeeva T. F. The Everyday Elements of the Spiritual Medieval Culture. Art of Quadrivium: Music The article assumes a tentative review of the culturological aspects of the medieval educational system. The author distinguishes some aspects of forming of choral culture as many-staged spiritual-music system. Key words: Middle Ages, education, music, church culture, art. Федорова М. В. Семиотика свадебных украшений бурят В статье рассматриваются украшения бурят как предметный код свадебного ритуала, на широком этнографическом материале анализируется синкретичная структура их семиотических функций. Свадебные украшения несли в себе продуцирующую, апотропейную символику, были связаны с представлениями о жизненной силе, являлись маркерами обретения невестой нового социально-возрастного статуса. В качестве основных источников использованы вещевые коллекции Российского этнографического музея, Музея антропологии и этнографии им. Петра Великого РАН, научные публикации. Ключевые слова: украшения, свадебный наряд, семиотический, символ. Fedorova M. V. Semiotics of Buryats'wedding jewelry The subject of the report is the jewelry as an objective code of the wedding ritual. The author analyses the syncretic structure of their semiotic functions on a broad ethnographic material. The wedding jewelry have productive, protective symbolism, were associated with notions of vitality, and were the markers of a bride new-age social status. As the main sources, the author used the collections of objects of the Russian Museum of Ethnography, the Peter the Great's Museum of Anthropology and Ethnography (Kunstkamera), and scientific publications. Key words: jewelry, wedding dress, semiotic, symbol. Филиппова Ю. В. Мифологические аспекты в понятии сознания В статье рассматриваются мифологические аспекты сознания, их влияние на возникновение новой формы познания философии, онтологические предпосылки структур времени и памяти, а также сновидение как компонент мофопоэтического сознания и постепенный переход к рефлексии. Ключевые слова: сознание, миф, рефлексия, время, память, реальность, сновидение. Philippova J. V. Mythological Aspects of the Notion of Consciousness The article deals with mythological aspects of consciousness, their influence on genesis of a new form of cognition philosophy, also ontological suppositions of temporal and memorable structures, and dreaming as an element of mythopoetical consciousness and gradual conversion to reflection. Key words: consciousness, myth, reflection, time, memory reality, dream. Чистякова Э. Э. Скандинавское влияние в русской художественной культуре XIX-XX веков Переломная эпоха XIX-XX веков изменила представление о взаимодействии русского и западноевропейского искусства. Для преодоления изоляции русской культуры было необходимо познакомить русских художников и общество с состоянием искусства за рубежом. Выставки скандинавских художников, организованные в конце XIX века, открыли национально-романтическое искусство северных соседей России и дали пример вступления на общеевропейский путь развития без утраты национальных особенностей. Скандинавское влияние оставило заметный след на русской архитектуре рубежа веков, особенно в северной столице. Знакомство с достижениями скандинавского искусства расширило творческие возможности и позволило русским художникам оказаться причастными к наиболее значительным событиям художественной жизни рубежа веков. Ключевые слова: скандинавское влияние, русские художники, северный модерн, С. П. Дягилев, А. Галлен-Каллела, А. Эдельфельт, Мир искусства. Chistjakova E. E. Scandinavian Influence in the Russian Artistic Culture of XIX-XX Centuries The turning age of the XIX-XX centuries changed the idea about Russian and West European Art interaction. To bridge the Russian culture isolation it was necessary to introduce the status of the foreign culture to Russian artists and the society. The exhibitions of Scandinavian painters arranged at the end of the XIX century showed National Romanticism of Nordic neighbours to Russia and gave an example of entering European way of development with no national peculiarities losses. Scandinavian Influence had a visible affect on Russian architecture at the turn of the century especially in the North Capital of Russia. Making the acquaintance with Scandinavian Art achievements enhanced creative opportunities and made Russian artists participate in more significant artistic life events of the turn of the century. Key words: Scandinavian influence, Russian artists, Nordic Art Nouveau, Sergey P. Diaghilev, Akseli Gallen-Kallela, Albert G. Edelfelt, The Art World. Шомахмадов С. Х. Космография Южной Азии в письменных памятниках вишнуитской и буддийской традиций В статье дан сравнительный анализ вишнуитской и буддийской космологических систем. Отмечается, что радиально-кольцевая морфология земной поверхности характерна как для буддийской, так и для вишнуитской традиции. Числовая семантика материков, представленная в космографии Южной Азии, демонстрирует, что ойкумена осмыслялась как совершенная, идеологически отражающая непрерывность двух традиций. Общим для обеих традиций является признание человеческой формы рождения как единственно благой, дающей возможность достижения окончательного освобождения (мокша, нирвана). Ключевые слова: космография, буддизм, индуизм, Индия, сакральные центры Shomakhmadov S. H. The South Asia's Cosmography in the Texts of Vaishnavist and Buddhist Traditions The comparative analysis of the Vaishnavist and Buddhist cosmological systems is given in this article. It is noticed that the radially-ring morphology of a terrestrial surface is characteristic both for Buddhist, and for Vaishnavist traditions. The numerical semantics of continents presented in the Southern Asia's cosmography shows that ecumena was comprehended as the perfect, ideologically reflecting continuity of two traditions. The general for both traditions is the acceptance of the human birth form as a unique good, giving the chance for achievements of definitive clearing (moksha, nirvana). Key words: cosmography, Buddhism, Hinduism, India, sacral centers.

Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.

Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.

LANGUAGE SHIFT AND MAINTENANCE AMONG CHINESE COMMUNITY IN SURABAYA: A CASE OF NON-MIGRANT COMMUNITY Rizky Silvia Putri Sastra Inggris, Language and Arts Faculty, State University of Surabaya Rizky2790@gmail.com Drs. Slamet Setiawan, MA, Ph.D English Literature, Faculty of Languages and Arts, State University of Surabaya slametsetia@yahoo.com Abstrak Bahasa Inggris merupakan bahasa Internasional dimana semua orang di dunia mengenal bahasa Inggris. Surabaya, sebagai kota besar di Indonesia menjadikan bahasa Inggris sebagai bahasa yang penting untuk dipelajari dan hal ini juga mempengaruhi area kerja dimana Bahasa Inggris adalah salah satu syarat untuk dikuasai oleh tenaga kerja. Fenomena ini membuat orang-orang mempelajari bahkan bahasa Inggris dipilih sebagai bahasa yang harus mereka kuasai. Penelitian ini berfokus pada komintas Cina di Surabaya yang memilih bahasa Inggris and menunjukan tanda untuk bergeser ke bahasa Inggris dan pemertahanan bahasa Indonesia. Keluarga yang dipilih yang mempunyai potensial untuk berbicara bahasa Inggris dan kemungkinan bergeser ke bahasa Inggris. Penelitian ini mempunyai tiga tujuan: 1.) untuk mendeskripsikan bahasa yang digunakan oleh keluarga-keluarga Cina, 2.) untuk mengetahui factor-faktor yang menyebabkan keluraga-keluarga Cina memilih bahasa Inggris, dan 3.) untuk mengidentifikasi bagaimana keluarga-keluarga Cina mempertahankan bahasa Indonesia. Penelitian lapangan dipilih dalam penelitian ini. Penemuan dalam penelitian ini menunjukan bahwa factor dalam memilih bahasa Inggris dari pada bahasa Mandarin dan Indonesia menunjukkan tanda pergeseran ke bahasa Inggris. Ini karena bahasa Inggris mempunyai peranan yang penting dalam factor pergeseran bahasa: sifat dan nilai, social, demografi, dan ekonomi dan politik. Pemilihan bahasa Inggris karena beberapa factor juga sebuah tanda dari tiga keluraga Cina untuk bergeser ke bahasa Inggris: era modern, komunikasi, pendidikan, kehidupan mendatang, dan bahasa kebiasaan. Walaupun begitu, bahasa Indonesia sebagai bahasa ibu dan bahasa mayoritas yang digunakan oleh orang Surabaya dipertahankan. Sikap yang positif yang ditunjukkan oleh para orang tua dan anak-anak menunjukkan cara dalam mempertahankan bahasa Indonesia. Kata Kunci: pemilihan bahasa, pergeseran bahasa, pemilihan bahasa Abstract English is an international language where people around the world know English. Surabaya as urban and multilingual city in Indonesia put English as an important language to be learnt and it gives affect in working area where English one of language requirements where employees must able to speak it. This phenomena make people learn even choose English as one of language that they must mastered. This study focuses on Chinese community in Surabaya who chooses English and shows the precursor to shifts into English and the maintenance of Indonesian. The families have been chosen as they are potential agent to speak English and show the possibility to shift into English. The study has three goals: 1.) To describe the language is used by Chinese Family in Surabaya, 2.) To find out the factors that contributes Chinese family in choosing English, and 3.)To identify how do the Chinese Family maintain the Indonesian. Qualitative research approach has been chosen in this study. The instruments used were questionnaires and interviews. The findings of the study show that the factors of choosing English rather than Mandarin and Indonesian by three Chinese families as multilingual families show the precursor of shifting into English. This is because English has an important role to the factors of language shift: attitude and values, social, demographic, and economic and politic. The choice of English because of some factors also the precursor of these three Chinese families to shift into English: modern era, communication, education, future life, and language habit. However, Indonesian as mother tongue and majority language that is used by Surabaya people is maintained. The positive attitudes that are shown by parents and children show the way in maintaining Indonesian language. Keywords: Language choice, language shift, language maintenance INTRODUCTION English as an international language is nothing new in this modern world. Sharifi (2009: 2) said in general that English as an international language refers to a paradigm for thinking, research and practice. It marks a paradigm shift in Teaching English to Speakers of Other Languages (TESOL), SLA and the applied linguistics of English, partly in response to the complexities that are associated with the tremendously rapid spread of English around the globe in recent decades English has been categorized as an important language for non-native English speakers and the application of learning English for education even starts from in the very young age, for example in Surabaya. English has been taught in every school and needed almost in every working area. Surabaya is known as urban city which the center of business, industry, trade, and center of education. This is one of the most favorable places where businessman or business woman begin their career, place of education, and for job seeker. Surabaya is the second larger city after Jakarta and the capital of the province of East Java, and with total of population reaching over 3 million which make Surabaya is called as an urban city (http://www.surabaya.go.id/profilkota/index.php?id=22). While Lowenstein (1977:23) said that In general, populations in places of 2,500 or over were urban; those in places of less than 2,500 were rural This makes English become an important language choice by people in Surabaya and perhaps people will try to learn English to get a better future in life because the competition is real in urban areas. Chinese is one of ethnics which exist in Surabaya for a very long time ago. The first language brought in Surabaya was Mandarin because the Chinese at the first time was the result of migration. Meanwhile, the elder did not teach Mandarin as well as language inherited. This is happen because they do not living in China where Mandarin position as first and dominant language spoken. So, the situation is Mandarin does not function as the first language for young generation in Surabaya. In addition, it is considered too difficult with all its grammars, pronunciations, and intonations. It is said by Constance's letter in Liu (2005:140) wrote that English was easier than Chinese because English only had twenty-six letters while Chinese had many characters and did not have a spelling system. So, the language most spoken by Chinese in Surabaya today is Indonesian and it is considered as mother tongue that inherits to the next generation. In this case, Chinese people, who see a future must be a better future and life will think that English is needed to be learnt because there would be a competitor in urban city and must follow the modern era which make English is used almost in every places whether written or oral. Besides getting an English subject at school, parents might also put their children to the course, learning English and use it at home in daily communication. This use of language is chosen and spoken because of some favors. This is leading Chinese community tend to shift Indonesian into English. It is when people use a particular language in a particular area because of some favors. Chaer and Agustina (1995: 190) said that language shift is usually happened in a country or in an area which gives a big hope for the better social economic life. There are three research questions; (1) what language is used by Chinese family in Surabaya, (2) what factors that contribute Chinese family choose English?, (3) how does the Chinese family maintain the Indonesian language?. The purposes of this study are to identify the language used by Chinese family in Surabaya and the factors that contribute the families choose English. This study is expected to be able to enrich linguistics study dealing with phenomena of language shift among Chinese people in Surabaya. This study uses three members of Chinese family in Surabaya and focuses only with non-migrant communities which mean that they have been living for the next of three generation after the first Chinese ethnic who had been migrated in Surabaya. The topic language shift and it is not something new. It was already done by other ethnics who moved in Surabaya as migrants. The situation of choosing a new language in a new domain where they live in right now, make the use that language in order to be able in communicate with people in new domain. This situation makes them shift their ethnic language to other language because of some favors and the ethnic language on the other hand does not use in the new are where the majority of language used is in the place they live in now. This study was conducted by Wijayanti and Windarti about language shift that happen to migrant majorities. The first study was conducted by Wijayanti's (2008) of "language shift and maintenance found in bataknese families in surabaya" indicated that the Bataknese who lives in Surabaya shift to a new and maintain the old one. She also wants to describe the social contexts which are responsible for language shift and language maintenance by Bataknese in Surabaya. Wijayanti divided the informants into two groups: young and old generations of Bataknese in Surabaya which were chosen in random whom might represent their community in Surabaya. The young generation represented language shift while the old generation represented language maintenance. While the second previous study was conducted by Windarti's (2007) of "A Study of Language Shift among Flores People in Surabaya" is concerned about the shift of Flores language because of the speakers' movement to another place (in this case, Flores people move to Java). Although the Flores people have very good ability to master Flores language, they have very positive attitude towards Flores language, and they also have such organization Flores family in Surabaya, most of the Flores people (parents) have never taught Flores language to their children. It is because Flores people think that it is unnecessary to teach Flores language in Surabaya. In addition, Windarti's study took ten Flores families as the informants, who were divided into two categories, original Flores families (OFs), and mixed marriage Flores Families (MMs). Both of previous study above concerned about the language shift which occurs to the speaker who migrate to the another city and shift the language to majority language that is Surabaya language. Migration is the position which showing that most people who migrate to another city will use the language use in the place they migrate to. While in this study is concerned about the choice and the intensity of using English language that make three Chinese families tend to shift into English. The status of English in the world is one of factors that lead them to choose English. The subjects were 3 families consist of parents and children. The children here is represented their community who potential to choose English as language communication. The parents represented the figure that supported the children to use English and maintain Indonesian as mother tongue and majority language spoken by Surabaya people. There are some theories that are used in this study, but there are five main theories that support to answer the three research questions in this study. The first theory is about multilingualism that is said by Quay in Auer and Lie (2007: 45) that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism, the second is about the ability of multilingual that is said by Sridhar in Wardhaugh (2006: 96) who says that Multilinguals develop competence in each of the codes to the extent that they need it and for the contexts in which each of the languages is used. The third is theory about factors of language choice by Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. The fourth is about factors contribute language shift by Holmes (2001) who says that there are several factors that contribute to language shift: Values and attitude, social, demographic, and economic and political. The last is about language maintenance by Chaer and Agustina (1995: 193) who explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages. RESEARCH METODE Qualitative or field research design is used in this study which mean to showing of human phenomena in the social interaction. The qualitative study is based on the quality which means to examine social meanings and grasp multiple perspectives in natural setting. According to Neuman (2007: 278), field research is based on naturalism, which is also used to study other phenomena (e.g. oceans, animals, plants, etc.). It involves observing ordinary events in natural settings, not in contrived, invented, or researcher-created-settings. The subjects in this study were 3 Chinese families in Surabaya who were born in Surabaya and living for the next of three generation for the first migration in Surabaya. The three Chinese families were multilingualism who able to speak three languages: Indonesian, Mandarin, and English. In this case, Indonesia was their mother tongue, not Mandarin. The sources of the data in this study were 3 Chinese families in Surabaya. They were parents and children. The data were information and opinion from each member and its parents. The data of research question number one, two and three are opinion and information about language used, factors contribute language shift, and the way of maintaining the Indonesian. The data are gotten from observation, Interview and questionnaires that are given to the subjects of the study; parents and children. Since the subjects of this study were humans, the writer collected the data in the form of written and oral words from the subjects being observed. Besides that, the instruments and tools were used to support to the data collection technique. There are two kinds of techniques applied in this study; questionnaires, interview. The three instruments were used to answer the three research question; (1) language used by Chinese family in Surabaya, (2) factors contributes language choice, and (3) the maintaining of Indonesian language. After that the data that had been obtained will be transcribed, and then classified the data. The last process is analyzing the data with the theory used in this study. RESULT AND DISCUSSION In this section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Result In this section, it presents all data analyses gotten by related to research question number one, two, and three. In this part, there is no theory to be discussed which relate to the result. It will answer three research questions; language used, factors contribute language choice, and maintain Indonesian language. Then, the result is explained in the following parts: Language Used by Chinese Families in Surabaya The three Chinese families were known as multilingual families because they were able to speak in three languages; Mandarin, Indonesian and English. These languages have its position and function towards these families. The position and function of these languages will be explained below: Mandarin Language Mandarin was one of languages that were used by three Chinese families in Surabaya. Mandarin still considered as minority language and not all people in Surabaya understood and wanted to spoke this language. As the result, Mandarin was only spoken by people who able to speak this language, such us Chinese who worked at international Chinese company and Mandarin teacher who used Mandarin in teaching and learning method in school and Mandarin course places. It had been spoken also by the elder who had been living in Surabaya in past time but it did not now. The children also argued that Chinese was important but they did not speak it because they were not living in country where Mandarin is positioning as Majority. This opinion was gotten from the subject of the study that both children and parents were giving the same opinion about their ethnic language. The conversation is written below: Data 1: Mother A: menurut saya bahasa Mandarin itu penting karena menunjukkan identitas kami sebagai orang Cina. Tapi bahasa Mandarin jarang dipakai jadi saya tidak ngomong dengan bahasa Mandarin. Dan juga menurut saya bahasa Mandarin terlalu ribet dan sulit. Saya cuman bisa sedikit tapi hanya dipakai sama saudara dan temen. (I think Mandarin is important because it shows our identity. But, I also understand that it is not a majority language to be spoken in Surabaya because in here people use Indonesian. And it is also considered to be difficult. I only speak a little with my sibling and my friends). In this case, mother A only used Mandarin with her friends but only a little. This was because she did not speak well and it was too difficult. Mandarin language was only a sign to show her identity. Indonesian Language Indonesian language is the majority language that is spoken by people in Surabaya. Since Mandarin did not inherit to the three Chinese families, Indonesian was known as their mother tongue. Mother tongue is the language that is used and taught by parents to their children in daily activities and the result of mother language usually comes up as the first language of the children and parents. The evidence of Indonesian language as mother tongue for Chinese family can be seen on the information of each parent below. Table 1. The evidence of Indonesian language that is used as mother tongue Mother A Mother B Mother C bahasa indonesia ya bahasa ibu dikeluarga kami. Soalnya dari kecil orang tua ngomongnya ya pakek bahasa Indonesia. (Indonesian is our mother tongue because it inherits by my parents). dari kecil saya pakek bahasa Indonesia, soalnya orang tua kalo ngomong ke kita ya pakek bahasa Indonesia. (I use indonesia since I was a kid because my parents also speak Indonesian to us). I was speaking Indonesian when I was a kid because parents taught that language to me. Meanwhile, we are living in Surabaya, so we must understand about Indonesian. From the table above, it proved that the three Chinese families used Indonesian as mother language because they were living in the area where Indonesian was used by people surrounding. In addition, the old generation also taught them spoke Indonesian. So, Indonesian was recognized as Chinese mother tongue. English Language English was the language that was also used by three Chinese families. English was becoming their language because it had an important role in many aspects: education and job opportunities. It was also known as International language and positioned as foreign language. English was one of foreign languages that are taught at every school since a long time.it was seen that Child C learnt English since she was a child. And it was also her language used. Data 2: Child C: yeah,, My parents taught me English since I was a child. They also sent me to English course. From the information above, English was her language used. It was proven that she her parents taught her English when she was a child and they also sent her to English course. It means that she used English as one of her languages used. On the other hand, English became a dominant language used by three Chinese families in Surabaya. It was argued by Family A and B that English must become the children's dominant language. They are stated as follow: Data 3: Father A: kami sudah terbiasa ngomong pakek bahasa Inggris. Itu sudah terbiasa karena digereja dan tempat kerja ya bahasa inggris yang dpakai. Di rumah kami juga ngomong pakek bahasa inggris. ya biar tambah lancar aja apalagi sama anak saya. Wajib itu mbak, meskipun gak setiap hari. (we used to speak in English. it is so because I speak it in church and working place because English is used there. I also speak English at home. it is because we will be fluent in it, especially with my children. It is a must even not in everyday communication). English became a dominant language to family A because they used to speak English almost in many domains: church, home, and working area. Father A supported his statement that English was also used at home in order to fluent their family English speaking. And it was strongly said that "wajib itu mbk meskipun gak setiap hari (it is a must even not in everyday communication)". So, from the statement above, English is recognized as their dominant language. It was proven that three Chinese families were multilingual families because they were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it is inherited through generations. Mandarin was their ethnic language that is functioned to show their identity, and English was used as their dominant language use. In this case, they are considered as multilingualism, this is the ability of speaking more than two languages Factors of Choosing English Language There were several factors why did three Chinese families choose English as their language communication. The factors are represented in the form of tables which consists of; modern era, communication, education, future carrier, and language habit. Here are some factors why did these families choose English. Modern Era See the advanced of high technology in modern era, it is proven that there so many communication tools with high technology that are used to interact with other people in order to get an easy ways to communicate with them. High technology facilitates the people to interact with people who live in foreign country. The three children were used English to chat with their foreign friends through social media. In this case, high technology helped them to interact with people who had long distance. The table below shows about English as language choice to interact with their foreign friends through social media. Table 2. Language Choice by Child A, B, and C in Modern Era Child A Child B Child C I like to speak in English with my foreign friends in social media. In social media, I am used to speak English with foreign friends. I have chat friends from Singapore. She is the daughter of dad's friend. I am used to talk with her in English. So, I like it. From the information on the table above, high technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. Communication The choice of language in a communication is affected both for speakers and addressees. It means that the language is chosen in order to get an effective ways to communicate with one to another. Three Chinese families used English in some domains and with certain addresses. It means that they used English with people who spoke English too. It was also said that the used of English was chosen because in some domains English was used. In this case, all people used English in church domain. Family B, on the other hand used English in church, working area, and home. This was because English was the language choice in church and working area, while it was their language used at home. Mother B showed that she spoke English in church, home, and working area. Data 4: Mother B: saya ngomong bahasa Inggris di rumah, tempat kerja, sama Gereja. Dirumah saya biasanya bicara sama suami sama anak-anak juga. Kalau ditempat kerja, saya ngomong pakek bahasa inggris sama GM soalnya dia dari India. Jadi bahasa kita ya Inggris sebagai penghubung. Kalau di gereja biasanya ya ngomong bahasa inggris sama head church sama temen-temen aja. (I speak English at home, working area, and church. I speak English with my husband and children. I also speak English at the office with general manager. This is because he is from India and English is our language. If it is at church, I speak English with the head of church and fellows). The intensity of using English language was a precursor for the family to shift into English. This was because English had become their dominant language used. Education Education sometimes becomes a place where English is used in state and public school but it is most used in international school. This was shown by three children of Chinese families who schooled at international language. The use of English was crucial in there and this was an obligation of each student to speak in English. Table 3. Language Choice by Child A, B, and C in Education Child A Child B Child C I speak English at school with teachers and friends. At school, I speak English with my teacher and friends I speak English at schools with teacher and friends The choice of English in school area is obvious. This is because it is the dominant language used in school. The school of three children is international school and English is language used in there. English is used to communicate with teacher and students in the classroom and used with friends outside the class. Future Carrier Future carrier always becomes a crucial part for someone to choose a language that gives a big role to the successful in working area. English is the language that gives a big contribution in future carrier. Most companies use English as one of language requirements for applicants who want to apply and get a job. Consider that Surabaya was urban city, big chance to get a good job in big companies. English must be the language that requires in there. It was argued by mother A that English was one of languages that were needed in big companies. Data 5: Mother A: pasti itu mbak. Karena pekerjaan sekarang banyak yang menggunakan bahasa inggris. Di Surabaya banyak sekali perusahaan-perusahaan yang syarat diterima untuk bekerja salah satunya adalah menguasai bahasa inggris. (ofcourse, this is because there are so many jobs that use English. in Surabaya, there are companies where one of conditions that the applicants can be accepted is able to speak in English). Saw Surabaya as urban city made mother A concerned about choosing English as one of language used in her family. This was because there were big companies that choose English as requirement for applicant who wanted to enter it. It was supported by her child who saw English as an important language for good job carrier in Surabaya. Data 6: Child A: because Surabaya is a big city after Jakarta and it is recognized as urban city where everything is in here. Everything means good education, good job, beautiful house, good technology, etc. It was argued by child A that in Surabaya had everything; good education, good job, beautiful house, good technology, etc. it means that to get all of them she must has a view to pass all of these. By learning English was one of steps to pass it because when she mastered it, she could work wherever she wanted. Language Habit The use of language in everyday communication will make this as language habit. Language habit can be a result of dominant language because it is the language used that is almost spoken. English was spoken at home as daily language because the parents wanted the children fluent their English. Father A showed that the using of English at home would make his family used to speak it. Data 7: Father A: iya. karena dengan memakai bahasa inggris dirumah kami jadi terbiasa untuk berbicara bahasa inggris.(yes, because with using English at home we will use to speak English). English was spoken in home domain where it was a crucial place to the acquiring the language that became the habit. It was supported by his child who used English as language habit because that was the perfect way in practicing of English. Data 8: Child A: Because practice makes perfect and if we think that English is important, we need to use it every day Child A said that the using of English for everyday communication was important. The used of English was showed as the real practice to make it perfect because it was because her daily language. The tendency of choosing and using English make English become the language habit. This is because they want to master English by using it as daily communication which makes English as their language habit. The factors of choosing English language show that English has an important role. The spread of English in many aspects make these three Chinese families choose English over other languages. The intensity of using English language show a precursor for these families to shift into English and it is unavoidable that these families will shift into English when they start to abandon their mother tongue and choose English as their new language. On the other hand, the precursor of shifting into English was also shown by three Chinese families because of some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Attitude is one of the factors to occur the language shift. The choice of a language where dominant language is chosen than mother tongue will give a big tendency to them who tended to shift into English. It is show by Family A, B, and C who agreed that English has a high value. Table 4. Father A, B, and C's opinion about the value of English language Father A Father B Father C People will see us as an educated people. Because English is considered as international language and it is important. It will show our family background. It is also the language in the world that is used by various people. The spread of English in the world is admitted. So, at least, people must learn English for better future. See the Value of English and the attitude of each family make English has high status. This is because the important of learning English is no doubt. The tendency of using English is one of ways that will make them look educated which shows their background of family and by seeing the value of English these families showed the positive attitude by teach their children even used it in everyday communication. Children themselves showed the precursor of shifting into English by used in daily. Demographic Demographic is also the one of factors that contributes Chinese family who tended to shift into English, especially for the children. Moreover, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. All families agreed that demographic was one of factors that made them learning English in order to get a better job among other people who come to Surabaya to find a better job too. It was shown by mother A that English was one of ways to compete with other job seekers. Data 9: Mother A: intinya mbak, saya ingin anak belajar bahasa inggris agar bisa mendapat pekerjaan yang bagus. Karena banyak orang yang datang ke Surabaya untuk mencari pekerjaan. Jadi ya, dengan bahasa Inggris kami bisa berkompetisi.(the point is, I want my children to learn English in order to get a good job. There are people who come in Surabaya to get a job, so only with English we can compete with them). From the opinion that was said by mother A, it proved that the competition in urban city was real. This was because there were many people who came from another city to get a good job in Surabaya. So, the only way to compete with them was able to speak in English because in big companies must use English as one of the requirement. If people wanted to be a success people, they must start it from big companies where so many chances could be found. Chinese people, with all their vision and to see the future must being the best future was about a competition in urban city. People who live in urban city with such kind of opportunities will make Chinese people not give up upon everything. Economic and Political Economic and political factors are considered as an obvious factor in language shift. From the data gotten, economic aspect gave a big contribution for three Chinese families who tended to shift into English. Child C went to international school and English course to fluent her English ability. Data 10: Child C: I go international school and having various kinds of friends. I also go to English course to learn English. My parents said that by learning English I will be a successful person and get much money so I can make them proud of me. It was seen that by studying English since the children was a kid will let them ready to the get a better life by having a good job. Social Social gives a big contribution to the shifting of one language to dominant language used. English was used by people in wider community; Church, working area, and environment. All parents and children were used English in church. The communities (addressee) in church were used English too to communicate with others. It happened to family C who tended to shift into English. Besides school and church, environment and working area were the area where family C used English as their daily language. It happened because some of their neighbors were mixed marriage couple. Data 11: Child C: I also speak with my friend, Farah. She lives next two blocks from my house. Her family is from Singapore. The tendency of using English by all families in certain domains and addresses in some situation make them tended to shift from Indonesian into English. The obvious way is showed by the children. The condition where English is used in certain domains and situations see the precursor of language shift where English replaces Indonesian. The choices of English as communication tool and the intensity that are shown by three Chinese families show the precursor of language shift. This is because they use English almost in their daily language. The factors of language shift also become the precursor by three Chinese families to shift into English. Language maintenance towards Indonesian Language by Chinese Family in Surabaya Chinese families were living in Surabaya where Indonesian is the majority language used by people in Surabaya. However English comes to Surabaya and influence all aspects in it, still, the majority language that was spoken in Surabaya was Indonesian. It was shown by family A who cared about Indonesian language as majority language in Surabaya. It was supported a reason given by Mother A: Data 12: Mother A: iya lah mbak. Semua harus bisa bahasa Indonesia, soalnya kita kan tinggal di Surabaya. terus kalo mau kemana-mana ya dominan nya pakek bahasa Indonesia. (Yes, of course. All my family must able to speak in Indonesian because we are living in Surabaya. If we want to go somewhere, the dominant language that is spoken is Indonesian). The positive attitude towards Indonesian was showed by the family. It was shown that Indonesian is important to be learnt and spoken. Chinese family, especially parents inherits Indonesian to their children. This is because they are living in Surabaya. The positive attitude toward Indonesian that is spoken at home makes its language long- maintained. Discussion In Discussion section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Those data that have been related to the theories provided will be discussed below: Language Used by Chinese Families The finding shows that both parents and children of Chinese families were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it inherited to their children. Mandarin was their ethnic language that was learnt in order to show their identity, and English was their dominant language used among three Chinese families because the intensity of using English was more than Indonesian and Mandarin. In this case, they are considered as multilingualism because they able to speak more than two languages. Quay in Auer and Lie (2007: 45) said that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism. Factors of Choosing English Language There were some factors that contributed three Chinese families chose English language in their daily communication. They were modern era, communication, education, future carrier, and language habit. High technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. In communication factor, these families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. The intensity of using English language could precursor them tend to shift into English. This was because English had become their dominant language used. In addition, the families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. Schooled in international language was the reason by three Chinese children to choice English in education area. This was because it was the dominant language used in international school. English is used to communicate with teacher and students in the classroom and used with friends outside the class. In future life factors, it was said by the three Chinese families in Surabaya that they were trying many ways to prepare their children to have a good quality of life in future. By studying English since the children was a kid, put them in international school and English course will let them ready to the get a better life by having a good job in the future. It was shown by the three Chinese families that the tendency of choosing and using English in certain domains and addresses in some situation make English became the language habit. This was because they wanted to master English by using it as daily communication which made English as their language habit. Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. And the factors of language choice by Chinese families is related with the pragmatic reason that is connected to practical purposes; modern era, communication, education, future carrier, and language habit The intensity of using English is the precursor that is shown these families to shift into English which was also shown by three Chinese families in some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Saw the important value of English made Chinese families showed the positive attitude towards English language. This was because English was considered as international language which has high value in the world. The attitude of parents by put their children to the international school showed that the important of English was obvious. It is supported by Holmes (2001:61) that when second language has status of an international language, it can contribute to positive attitude towards the language and it is chosen by the speakers over first language. This positive attitude toward the value of English made these families tended to shift into English. Demographic Consider that Surabaya is urban city, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. It was shown by three Chinese families who learn English to compete with other people in order to get a good job. With many populations and the competition in big city are reasons for these families to learn English. Holmes (2001:59) said that resistance to language shift tend to last longer in rural than urban areas. This is partly the fact that rural groups tend to be isolated from the centers of political power for longer. Economic It was found that three Chinese families in Surabaya were trying many ways to prepare their children to have a good quality of life in future.by studying English since the children was a kid will let them ready to the get a better life by having a good job. It is supported by Holmes (2001:58) that economic is the factor that leads community to shift from using one language to another language by seeing an important reason for learning the second language to get a good jobs. Social The tendency of using English was showed by all families in certain domains and addresses in some situation make them shift the Indonesian into English. It is supported by Myers-Scotton (2006) that in case after case, when a younger generation is exposed to a more dominant language in the nation than the L1 (through schooling and school peers) and it is hard to stop a shift to that second language by the next generation. The effort in Maintaining the Indonesian Language The important figure to maintain Indonesian is parents. And all three Chinese family has already shown the effort to maintain Indonesian by inherit it to their children. And the most obvious effort was that the use of Indonesian in home domain, even only a little. This is one of the ways to maintain Indonesian. Children used it to appreciate the Indonesian speakers and the appropriate ways of language contact with Indonesian speakers. The positive attitude toward Indonesian makes its language long- maintained. It is supported by Chaer and Agustina explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages (1995: 193). CONCLUSION AND SUGGESTION In this chapter, there are two sections that are displayed. Those are conclusion and suggestion. The conclusion is drawn based on the results and discussions that relate to the statement of the problem in this research in the chapter 4 which also presented. In addition, the suggestion is the section to give any information or advice that will lead the further researcher related to the area of language shift and maintenance in specific and sociolinguistic in general. Conclusion Three Chinese families are known as multilingual families because they are able to speak in three languages; Mandarin, Indonesian, and English language. Mandarin is known as their ethnic language because it has a function to show their identity. Indonesian is known as their mother tongue because it inherits through generations. English, on the other hand is known as their dominant language because the intensity of using English was more than Mandarin and Indonesian. Regards to the multilingual family, they use the three languages in different domains and addressees. There are some factors that support these families choose English as language in communication. They are modern era, communication, education, future carrier, and language habit. In addition, the choice of English because of those factors gives a precursor for these three Chinese families, especially for the children. It is also shown that they tend to shift into English. The factors contribute language shift appear in three Chinese families that show the precursor to shift into English. The factors are attitude and values, social, demographic, and economic and political. The choice of English becomes the precursor of these families to shift into English. The shifting may be happen if the children show the negative attitude towards Indonesian which can be said that they abandon their mother tongue and replace it with the new language. The positive attitude that is showed by three Chinese families is the way to maintain Indonesian. Besides, Indonesian language is known as mother tongue of each family, it is considered as the majority language used by Surabaya people. So, these make three Chinese families maintain Indonesian language. Suggestion Through this study, it can be seen language shift can occur to anybody and any situation even the process to become shifting. Language shift and maintenance are the obvious situation that can happen to all people in a city, country, even village. It is just the way and effort of every people to shift or maintain their language from the changing of culture, language, or even economic. The researcher hopes that the study of Language shift and maintenance by non-migrant community; Chinese families in Surabaya who show the precursor of language shift would help the next researchers to find more phenomena about language shift and maintenance that is done by other ethnics who come from non-migrant community in Surabaya. The next researcher may use the theory from Joshua A. Fishman about language shift. REFERENCES Chaer, A., & Agustina, L. (1995). Sosiolinguistik Suatu Pengantar. Jakarta: Rineke Cipta. . Holmes, J. (2001). An Introduction to Sociolinguistics. England: Pearson Education Limited. Liu, H. (2005). The Transnational History of a Chinese Family: Immigrant Letters, Family Business, And Reverse Migration. US: Rutgers University Press. Loewenstain, L. K. (Ed.). (1977). Urban Studies: An Introductory Reader (Second Edition ed.). United States of America: The Free Press. Myers-Scotton, & Carol. (2006). Multiple Voices: An Introduction to Bilingualism: Blackwell Publishing. Setiawan, S. (2013). Children's Language in a Bilingual Comunity in East Java. Germany: Scholars' Press. Sharifian, F. (Ed.). (2009). English as an International Language: Perspectives and Pedagogical issues Great Britain: MPG Books Ltd. Wardhaugh, R. (2006). An Introduction to Sociolinguistic (FIFTH EDITION ed.): Blackwell Publishing Ltd. Wijayanti, R. D. (2008). language shift and maintenance found in bataknese families in surabaya. Universitas Negeri Surabaya, Unpubliced. Windarti, L. (2007). A Study of Language Shift Among Flores People In Surabaya. Universitas Negeri Surabaya, Unpublished. http://www.surabaya.go.id/profilkota/index.php?id=22

Abstrak Seksisme merupakan suatu hal yang memegang peranan penting dalam film ini. Diskriminasi sangat erat kaitannya dengan kemunculan seksisme. Disini para tokoh yang didasari sifat, bahasa dan latar belakang masing-masing yang memerankan peranan penting dalam munculnya seksisme bahasa di alur cerita dalam studi ini. Dalam film yang di produseri oleh Saul Dibb ini, terdapat empat tokoh yang saling berkaitan dengan masalah internal pernikahan antara Duke dan Duchess dari Devonshire yang membuat keberadaan wanita diremehkan dan dipandang sebelah mata. Teori dari Sara Mills digunakan karena berkaitan dengan bahasa seksis baik secara langsung maupun tidak langsung seperti dalam pemilihan kata atau perumpamaan. Terdapat enam tipe bahasa seksis yaitu: kata generik, derivatif, istilah non-paralel yang menunjukkan semantik degenerasi, seksisme dalam pepatah, seksisme dalam kata-kata makian. Melalui hasil tersebut, studi ini mampu menunjukkan efek atau akibat dari keberadaan bahasa seksis dalam film yang berlatar belakang seksisme ini. Kata Kunci: gender, seksisme, bahasa seksis. Abstract Sexism plays an important role in this film. Discrimination is closely associated with the appearance of sexism. The figures here are based on the character personality, language and background of characters which plays an important role in the emergence of sexism in the language of the storyline in this study. The film which was produced by Saul Dibb, there are four interrelated characters with internal marital problem between the Duke and Duchess of Devonshire who makes women presence underrated and underestimated. Sara Mills theory is used because it is associated with sexist language either directly or indirectly as in the choice of words or metaphorical. There are six types of sexist language, namely: the generic, derivative, non-parallel terms that indicate semantic degeneration, sexism in proverb, sexism in swear words. Through these results, this study was able to demonstrate the effect or result of the presence of sexist language in the film which has a sexism background. Keywords: gender, sexism, sexist language. Introduction Socially, women almost differ in terms of social role in the society; they are considered as a person who does not need a high position and education as men had, women are only needed to maintain the housework and caring the children or having a domestic business in order can also keep their babies in the same time. Women always underestimated as the second or lower creature whereas man as the higher than women from any things. This fact will factually create discrimination and gap between men and women. Women is lack of reproductive, sexual harrasment, and men's violence againts women. In brief, the discourse of women discrimination definitely cannot be separated from the discourse of patriarchal culture. It shows in a lot of part in our country that women mistreatment is still and always exist. Attitudes and behaviour based on traditional assumptions about women, the stereotypes of women, sexual roles in society have been become phenomenon and belief in our life. It comes from every people minds to think and behave through that traditional assumptions. We know that as people no matter the sex wants to treat as well and equal in any aspect of life. Women inhabited a separate, private sphere, one suitable for the so called inherent qualities of femininity: emotion, passivity, submission, dependence, and selflessness, all derived, it was claimed insistently, form women's sexual and reproductive organization" (Kent, 1990: 30). Allowing the principle that has been made by men assumption and belief, women consciously made by men like dependence, passive, low and tractable. As Susan Kent observes: "Women were so exclusively identified by their sexual functions that nineteenth-century society came to regard them as 'the Sex'" (Kent, 1990:32). This research studies about some social phenomenon that are found in our society through the visual media such as movie. The aim of this research is to describe the sexist language that used by the characters in The Duchess movie. This research gives understanding of sexist language and the way how it is used in movie dialogue. The kinds of types of sexist language that found in The Duchess movie based on overt sexism and indirect sexism or contextually meaning and the diction based on Sara Mills theory. SEXIST LANGUAGE Researchers are mainly concerned about female and male differences in language use and the reasons behind the phenomenon. They stick to the view that language itself is not sexist, but the society is. The social sexism is transferred to language by human being, and at the same time, sexist and insulting words may reinforce biased view, and changes in the society may be reflected. So language is not only a guide, it is even a mirror that reflects the sexism in social reality, and at the same time, it makes people see the social reality more clearly. Sexist language is language that expresses bias in favor of one sex and thus treats the other sex in a discriminatory manner. In most cases, the bias is in favor of men and against women. All kinds of unequal phenomena in society including gender bias are bound to be reflected on its lexis. Gu Jiazu (2002) thinks English as a sexist language is marked with distinctive sexist factors, among which the lexis is the most important aspect. There also have been many critical feminist surveys of English lexis (Nilsen et al., 1977; Schulz, 1990) which have argued that sexism is inherent in many of the labels which English speakers use. Some feminists have pursued the idea that there exist lexical gaps in the language-aspects of women's lives which are commonplace, but have no words to describe them (Spender, 1985). So it is frequently argued that these usages are sexist. Mills suggests that there are two forms of sexism which are overt and indirect sexism. Overt sexism is clear and unambiguous, while indirect sexism can only be understood contextually in relation to the interpretation of surrounding utterances. Indirect sexism is extremely common and therefore need ways to challenge and analyze its usage in language. (Mills, 2008). OVERT SEXISM According the Sara Mills's theory, there are two types of sexism which are overt sexism and indirect sexism. Overt sexism is one of the parts of sexism which can be clearly be understood with some forms that can be generalized about linguistically and contextually. Overt or direct sexism is the type of usage which can be straightforwardly identified through the use of linguistics markers, or through the analysis of presupposition, which has historically been associated with the expression of discriminatory opinions about women, which signals to hearers that women are seen as an inferior group in relation to males. (Mills, 2008:11). There are some forms of overt sexism such as: Generic nouns, derivational, non-parallel term, sexism in proverb and sexism in swear words. In the other hand, there is also indirect sexism. It necessary to consider more details the proposition. It will be rather difficult to analyze because the reader can be understood because the reader must be really understand with the transparent source of data as like in the script. It shows indirectly in metaphor and irony that usually exaggerate in stereotyping one sex. In society, men are considered the norm of the human species. They are viewed as those representing all the human beings, male and female. Simply, it can be said that "male = "human" norm. This practice makes women invisible in language. In addition, it marginalizes women and reflects a male dominated society. In accordance to that, Sara Mills and some supporting linguists gives a guideline how to identify the linguistic structure differences used in English, we can analyze morphologically by these following ways: a. Generic nouns Another well-known example of generic masculine term is "man". Man and woman as two equal components of human race are actually not equal in English lexicon. Man, besides its reference to male human being can also refer to the whole race. The usage in a general sense of man makes woman invisible. For example; (1) All men must die. (2) Man is a social animal. It is easy to see that "man", and "men" can be used generically to refer to both male and female. In the first sentence the word Men refers to human being. Despite this, in the second sentence also state the word Man in which it is a human species or animal. Thus, man makes males linguistically visible and females linguistically invisible. From this, one can know that in English using "man" or "men" indicates "the human race", they treat man as the center of the society, an embodiment of criterion and totally ignore the existence of woman. b. Generic Pronouns (he, his, him) In English there are a group of nouns of common gender, which refer to either male or female such as student, person, teacher, etc. When such nouns are used with generic reference in single form, the traditional grammar advocates to use the masculine pronouns in the context for the purpose of coherence with generic nouns.( Zhang Zhenbang,1995). Generic pronouns are pronouns that are said to refer, with equal likelihood, to woman and men. But the English language ignores women by allowing masculine terms to be used specifically to refer to males and commonly to refer to human beings in general. According to the rule of traditional grammar when the indefinite pronoun one is used for generic reference, then in the context usually one, one's, or himself is used to be its relevance. But in order to avoid repetition, he, his, him, or himself is chosen, especially in American English (Zhang Zhenbang,1995) See the examples: (1) If one wants to see the ruins, he must find his own guide. (2) Everyone must do his work well. In the first and second sentences, one and Everyone refers to the concept of people, which is a concept of common gender, we do not know they are men or women but it uses masculine pronoun. He and his in the context formally manifests the imagery of men but semantically represents people of either gender. The operation of the grammatical rule conventionally elevates the status of the masculine pronouns and lowers the feminine ones. c. Derivational "In English, derivational morphemes are mainly prefixes and suffixes. These affixes often change the part of the stem. The affixes thereby help us to identify relationships within words". Derivation is a way of word formation. It forms a word with meaning and category distinct from that of its base through the addition of an affix. The original base is the core of the formed word and carries the main complements of its meaning. The affixes are always bound morphemes, which carries information about meaning or function. In English lexicon, one of the most obvious evidences of the sexism is the affixes which lead to a view of women as a derivation from a male term. The feminine one is always derivative of the masculine one by adding a feminine suffix such as -ess and –ette. Actor, for instance, with the meaning of "a person who plays the part of a character in a movie or play", when attached to a feminine suffix –ess, becomes actress with the meaning of "woman with profession similar to those of "actor" and as for –ette, when usher is adhered to –ette, it becomes usherette. Such pairs of the words are of long lists in English lexicon. Here just list some of sexist based on its derivational: Ambassador - ambassadress Prince - princess Poet - poetess Author – authoress Waiter – Waitress Manager – Manageress That some of lists of sexist derivational word have different meaning based on the classification usage for men or women. The examples show and prove that the suffixes -ette and –ess are for woman only. It is considered sexist because when men do not need any affixes to refer to them, women need it. Furthermore, the terms in the right side are the feminine terms which are only indicated to the women only. Those feminine accents in the words ambassadress, duchess, princess and poetess and so on are not referred to the men or even to all human being, but those are especially marked to the women. d. The Non-Parallel Term The non parallel term between men and women are also the real example how sexist the English is. In accordance to that, Lakoff pointed out that words that were once equivalent terms for males and females have often diverged in meaning over time. (Chaika, Elaine.1982:205). Non parallel term or semantic derogation between men and women are also the real example how sexist the English is. In accordance to that, Lakoff pointed out that words that were once equivalent terms for males and females have often diverged in meaning over time. Consider these following examples: Mrs, Ms – Mr Mister – Mistress Governor – Governess Lady –Lord Lady – gentleman From the description above, none of feminine terms in the list connotes the same degrees as the masculine terms and almost all of them acquired as secondary sexual connotation. Lexicographers have noted that, once a word or term becomes associated with women, it often acquires semantics characteristics that are congruent with social stereotypes and evaluations of women as a group, a process that has variously been termed 'semantic derogation' (Shulz, 1975), 'semantic degeneration' (Miller and Swift, 1976) and 'semantic polarization' (Eakins and Eakins, 1978). e. SEXISM IN PROVERBS Proverbs are a short pithy saying in common and recognized use; a concise sentence, often metaphorical or alliterative in form which is held to express some truth as-curtained by experience or observation. The fact that there are many English proverbs which contain the words discriminating, distinguishing women, making women are worry about it. Since proverbs are standard, it is hard to change and create new proverbs substituting the old ones. Consider these following examples of English proverbs: 1."A man is as old as he feels, and a woman as old as she looks" this example implicitly creates an image that this sexist saying suggest that men age better than women. 2. "A man's home is his castle". This example also discriminate the women. It implicitly create an image that the peaceful and lovely house is only man has. 3."A good man is hard to find" the proverbs means that the difficulties for woman to fin a good man that is suitable for them. Or in finding male patner. f. SEXISM IN SWEAR WORDS The swear words is an expression in sometimes conscious or unconsciously said by speaker who is in a bad condition. In some area swear words is a kind of taboo to say, but in the others are very common and probably become a habit. Those swear words are used to insult, to curse, to offend, or to mock at something or someone when the speaker strong emotion which the impact can trivialize women position. Swearing is the way someone uses obscene words orally to insult, to curse or even to offend something (someone or action). Also, for emphasizing when the persons have strong emotion (Hughes, 1991). Usually, when someone has been insulted, someone will feel offended and easy to be angry. According to Crystal (1997) as cited in (Adeoye: 2005), sexist swear words is regarded as an emotive or expressive function of language. Hughes (1991: 224-225) claims that people tend to swear when he/ she angry or disappointed. They are also likely to swear when they would like to express antagonism, frustration, surprise, anger, and shock. Usually some words that belong to this category are fuck, cunt, shit. Swear words are very common in people's ears, because it sometimes said in the public society or even in the movie. There are several reasons why does swearing occur: 1. To express feeling in words rather than in actions, especially if you do not have bigger vocabulary (Crystal, 1995: 156). 2. To express their anger and frustration. 3. To seem brave. 4. To make people afraid when they have been violence by someone in the form of sex or other violence. 5. To imitate what other people do. There are very little swear words have been written for language learners, yet nearly all- native speakers use it in daily communication. The term such as: "fuck", "damn","bastard", "son of a bitch, "motherfucker", "asshole", and "bitch". That can be used as the examples of sexist swear words which provoke the violent confrontation. In other words, according to Eisenson and Boase (in Liedlich, 1973: 107), there is some words that is not supposed to be say in the public society, because it brings the negative meaning for the speaker also the listeners. It also makes a bad habit that the speaker feels very common. If there is someone uses obscene words to swear other people will judge them as people who are impolite, do not have high and well education or having less vocabulary. Those examples above are definitely can refer to both sexes man and women. Unfortunately, in practice those words are mostly indicated to the women behaviors and attitudes. It is the fact that English has linguistic and semantic discrimination through the practice of language usage; it is briefly can be seen in the word motherfucker and bitch. INDIRECT SEXISM According to Sara Mills, she said that indirect sexism is ironising sexism. Since it both challenging overt sexism and keeps it in play. Benwell (2006) terms this type of indirect sexism 'new sexism'. She also adds that it's very reminiscent of, it is not identical to past forms of sexism which clearly shown. It differentiates of they way overt sexism and indirect sexism is used. This type of new sexism is bring the outdated notions of sexism become new term one. That is why Williamson also called this new type of sexism as 'retro-sexism'. The fact that the humor and irony are used when being sexist does not change the nature of sexism itself, but it just only interpreting simply and different way of respond the new sexism. This term of sexism used to categorize a set of stereotypical beliefs about women which cannot be directly related to a certain linguistic usage or features. (Mills, 2008:10). Overt sexism is now largely seen as anachronistic and so it has been driven underground; indirect sexism is one which in some ways attempts to deny responsibility for an utterance, mediating the utterance through irony or disguising the force of the sexism of the utterance through humor, innuendo, embedding sexism at the level of presupposition, or prefacing sexist statements with disclaimers or hesitation (Mills, 1998:135). Indirect sexism can be found in several aspects such as humor and irony, scripts and metaphor. For example in jokes, it is a complex way constituting women as 'minority group' without taking responsibility for that exclusion. Sexist jokes allow generally unacceptable views of women to be expressed, because the person usually tells the jokes generally can claim that they themselves did not make up the joke. (Mills, 2008:71). Metaphor The narrative pathway or script is brought to play in new reports about women and men in a public sphere. This indirect sexism refers to women implicitly. It uses things to refers to the object either men or women. Irony Irony is a common strategy for humorous remarks about women. The term of ironic sexism is often satire the object in polite way. Irony involves a difference or contrast between appearance and reality - that is a discrepancy between what appears to be true and what really is true. RESEARCH METHOD According to Bogdan and Taylor in Moleong (2007:4), descriptive qualitative research is a research procedure that represents data either written or spoken from the people and behaviors which can be observed. In addition, Krik and Miller in Moloeng (2007:4) defines the descriptive qualitative ad a certain tradition in social sciences fundamentally relies on human observation in its own religion and deals with these people in language and terminologies. Qualitative research is mostly associated with words, language and experiences rather than measurements, statistics and numeral figures. Furthermore, in analyzing the types of sexism which are used by the characters of The Duchess Movie, it will be conducted by using the descriptive qualitative research. Qualitative approach is taken because the decided research efforts in discussing, analyzing and finding the social phenomena which is running naturally; it is not a controlled or based on laboratory research. The collected data are the subjects of experiences and perspectives; the researcher attempts to arrive at a rich description of the people, objects, events or conversations and so on. The data are from the words, phrases, clauses, or sentences that found in the dialogues of some characters. The researcher uses this method because she wants to get a brief description and a rich understanding about the expressions of sexist language and the classification which categorized as sexist gender biased based on linguistics terms in The Duchess movie. The source of the data which is used by the researcher is taken from the conversation or dialogues which is in the script and the movie of The Duchess. The characters who will be analyzed are Georgiana as a Duchess, The Duke Devonshire, Lady Elizabeth (Bess), and Charles Grey. In addition, to avoid the research becomes wide and broad, the researcher used a theory to identify and to classify, identify and analyze the types of sexist language. There are some theory which is gathered some sexist theory to support and complete the main theory. This study used the theory of Sara Mills in "Language and Sexism" and Philip M. Smith "Language, The Sexes and Society". It also helpes and completes by some supporting theory from other linguists in describing the types of sexist language in journals. The reason of the researcher gathers and combines the theory because to make the analysis become details and complete. It also adds some information of sexist language types. Most of the data will be found in the types of overt and indirect sexism, because the researcher concern in the words, phrases, utterances or sentences in many setting in this movie. The researcher chooses those characters because the other characters do not influence much about the gender discrimination which appears in the story. The theme of this movie is about internal gender discrimination in The Duke and The Duchess marriage, so it is not possible for other characters to interfere. In the technique of the data analysis, the researcher begins to analyze the data toward the procedures. In conducting the research procedure, the researcher follows three steps. The first, the researcher classifies the data which are words, utterances or sentences in based on its types of sexism orderly. The second, the researcher describes those data based on the two classifications of sexism which are overt and indirect sexism. The data is in the form of words, proverbs and utterances. The third, the researcher describes the existence of the sexist language which exists in The Duchess movie. DISCUSSION The analysis of sexist language or expression in discriminating sexes inappropriately above is used to drawing attention to the way language used to represent women in that movie. According to the data analysis and finding of the types of sexist language linguistically above, the researcher found six types of sexist language in The Duchess movie. They are consist of sexism in word such as the use of generic noun, derivational, non-parallel term which shows semantics degeneration, sexism in proverbs, sexism in swear words, and indirect sexism such as metaphor and irony. Some characters such as The Duke (William Cavendish), Duchess (Georgiana Spencer), The Duke's mistress (Lady Elizabeth Foster) and Georgiana's secret affair (Charles Grey) are used some term in sexist language by Sara Mills in the movie. The generic noun is term which is used to refer both men and women, but in effect it often refers to men only. Generic noun perform very useful function of allowing us to refer to an entire class of entities with a single word, and most if not all languages have one or more forms that can be used to designate members of the human species in general. This term applied when the speaker Georgiana unconsciously says in her speech when The Duke and her held in Bath Assembly room at night. She said that, "only two specimens of this rare bird are known to man." The word man here is used to gather both men and women knowledge about the two rare bird. She uses that word because of the reason for the recent attention surrounding this term is the growth of awareness about the portrait of the social order implied in which the male are half of the species whose members dominate. The word "man" used by Georgiana is because to respect the dominating of male in the society. People often refer to themselves and using nouns that describe an occupation or performance of an activity, such as "Duchess" in the datum (2), "Let them talk! Grey makes me a fallen woman, well and good, now William may divorce me and Bess becomes Duchess of Devonshire!". It seems clear that the great majority of such terms more readily evoke the image of man than of a woman. Some feminists have argued that the addition of diminutive suffix to agent nouns results in the term that have less semantic potency than unaltered counterpart, and that this both causes and reflects a devaluation of those who occupy this agent roles (Smith, 1953:46). Derivational suffix which found in this movie takes when Georgiana or the speaker says emotionally that Bess can become a Duchess of Devonshire in The Duke allows and gives his arrangement to have a relationship with Charles Grey. Based on the definition of the word "Duchess", it means as a noblewoman or a woman holding a rank equivalent to duke in her own right. Duchess (female) can either be a monarch ruling over a duchy or a member of the nobility, historically of highest rank below the monarch. The word "duchess" is added by feminine suffix –ess to identify that the agent noun uses female reference. Based on the representation of Duke and "Duchess", they are different. Duke tends to manage the social economy, politic, and something which is valuable. In inversely different with the job description of "duchess" who is only manage about the simple thing. In addition, the position of "duchess" in this movie shows that also, she has no special except in little space in Whig, and for the rest she only cares about what she should care as a mother. Based on the job description of "duchess", it shows that the position of The Duke always becomes superior. So, when there are agents nouns placed in one sentences, it seems that the old maxim "Duke and Duchess" is more honored in the breach than the observance. In fact, little is known about the psychological significance of the word order pairs like this, and the fact that women often come second or may not signify to the listener that they have less status or importance than the male. In addition, the term of non-parallel implied because of some reason deals with women social status at that time. "Mr", "Mistress", "Lady/ladies - Gentlemen", "Governor", and "Lover" are the sexist language which found in the movie. From those words, we can see that there is no similar meaning from its pairs. Meanwhile, those words have implicit meaning which degenerates women become lower status from the pairs. It can be conclude that most women as the speaker of the words above are aware about the condition of women whom trivialized by men physically and mentally. From the word "mistress", "lady" and "lover", all of them have similar meaning as women who are become a man maid of desire or tend to be having lower status. While the word "Mr", "governor" and "gentlemen" are also treated as sexist because it has higher social status than its pairs. None of feminine terms in the list of data above connotes the same degree of strength or power as its masculine counterpart, and almost all of them have acquired as secondary sexual connotation. The character of The Duke in the datum (8), "That's one way of putting it. Your mother called it 'common decency before personal gratification', or some such thing… the exact words escape me…" shows about the sexism in proverb about the matter of social interest. He tries to give an example from Georgiana's mother quotation which grabs by him. According to the definition of proverb, it means short pithy saying in frequent and widespread use that expresses a basic truth or practical precept. In general use, that proverb states about a general truth or piece of advice to the hearer, Georgiana. That proverb has an implicit meaning that the position of the Duke is always strong in the matter of conducting his wife. In the other words, Georgiana has to follow what her husband as to do. In this circumstance, the position of Georgiana is awry. She has to choose between her children or her desire and affection of Charles Grey which she doesn't get from her husband. As the main Character, The Duke always becomes the centre of the society. He should speak politely. In the other hand, in some cases he cannot put himself in that situation. Based on The Duke character personality, he kinds of man who is introvert, cannot control his emotion and has a switch temper that can be changed in certain time. So, he often expresses his anger or dissatisfaction through something near him. He also often use sexist swear word to release it such as "damn", "hell", and "bastard". Those words are deal with death term which uses to mock or curse people. That term also to express The Duke feeling rather than in action, especially he does not have bigger vocabulary. In the datum (15), "Give me a son and then do what the hell you want, as long as you do it discreetly. Until then you stay here and do as I say." The Duke says "hell" to express his frustration of his failure to obtain a male heir from Georgiana. Furthermore, this sexist swears word helps by his action in intimidates his wife by hurting her in action. The other main characters, Georgiana often use parable or imagery to reflect her own circumstances. The imagery and parable itself categorized as indirect sexism term. The data which treated as indirect in the movie are "male company, "imprisoned", "throw", "you both of another world that does not exist and never will" and "love is an act! It's more than words and undying oaths!" That indirect sexism consists of metaphor and irony. As the definition of indirect sexism, it cannot be understood by linguistics markers but using contextual meaning. Metaphor is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. It can also regards as representative or symbolic of something else, esp. something abstract. In this case, the character of Georgiana often uses this term to symbolize herself which is bridled in her own internal marriage problem. The other character, Bess also express her sadness and disappointment of being left by her husband because of his "mistress" in datum (5). The fact that metaphor and irony are used when being sexist does not change the nature of sexism itself, but it rather simply changes the way it can be responded to. From those terms of sexist languages which found in The Duchess movie, it can be concluded that the sexist language related with those character because of the impact of the sexist theme occurs in that internal marriage problem. The impact of those sexist languages to the theme of the movie is when those utterances make the women participation underestimated more. The significance effects shows when inequality between men and women, social inequalities which women have and the position of men who do not want to be defeated by circumstances of women influence to the theme of the movie. The existence of sexist language is also because the aspects of character personality, language, background and its context. Character personality takes part in the analysis because the speakers unconsciously speak it refers to their character. For example like The Duke, he often uses kind of sexist swear word in order to replace his anger in to the word or someone close. It is because The Duke is introvert, close and has a switch temper which can be changed in certain time. It similar with Charles Grey, as a man, he also temperamental when he knows something inappropriate as like Georgiana fake promise and prefer to go back for her children rather than him. In the other hand, if Georgiana and Bess as representative from women sides they tend to be polite and use their feeling rather than logic in their problem. The choice of word which used by those characters mostly reflects their circumstances as women at that time. From those characters personality, we can see that words which that use reflect each people characters. That choice of words absolutely influences to their language when they speak such as in the term of sexist swear word which mostly expressed by The Duke. Furthermore, character personality and language cannot be separated with the context and background of each people and movie at that time. The speakers will consider the language which they will use based on the context of the talks. The background here used to support the situation of the character based on place and time in their situation or in this case is in Victorian era. The background may be a stereotype or culture of certain gender. The most data commonly found in non-parallel term, indirect sexism and sexism in swear words. It is because the women condition cannot be equated with men. People at that time still holding patriarchal culture which means the position of men is superior and holding every aspect. They often underestimate women self-esteem to become men mistress whom can be throwing away anytime. Women seem like do not have strength to be independent without men position in front of them. Men are allowed to have more than one mistress even they are a centre of society. On the other hand, when women try to express their feeling to other men it considers as improper behavior and taboo. All of utterances which have been said by the characters are reflecting their character personality. Based on the explanation of the existing of sexist language above, there are some reasons that make the women circumstances become weak in physically and mentally. This evolutionary reasoning provided justification for the emotional and mental differences between men and women. At last, sexism can be existing because of stereotype of women and it reflects to the culture. The character personality helps to make it clear where the mental and emotional aspects involve in indicating their existence through language. Those stereotypes create morals and social values that applied until this time. The only way of changing that social structure is to make the position of men and women equally same no matter what. CONCLUSION This chapter presents the conclusion and suggestion based on the analysis and finding in chapter four. The finding shows the sexism by the characters in the movie involves overt and indirect sexism. Overt sexism is a type of usage which can be identified directly through the linguistic markers. While indirect sexism can only be understood contextually in relation to the interpretation of surrounding utterances. However, this term of sexism used to categorize a set of stereotypical beliefs about women which cannot directly analyzed by linguistic features. The linguistics features of sexism are divided into several types, as follows: (1) Sexism in words. The using of man in "Well, only two specimens of this rare bird are known to man" considers as generic nouns which should be referred to both of sex. (2) Sexism in words of using English pairs or word order of words showing non parallel term or semantic degeneration between men and women such as the word Mr "In the play this evening, there was a scene in which Lady Teazle and Mr. Surface discuss their affair", Ladies, gentlemen, and mistress "My husband, Mr. Foster, is enjoying his mistress in Bournemouth, and I wanted some diversion.". This non parallel term shows that there are semantic derogations between men and women position. (3) Sexism in words using suffix –ess in "Let them talk! Grey makes me a fallen woman, well and good, now William may divorce me and Bess becomes Duchess of Devonshire!" as job occupations of profession such as Duchess. This type of sexism in words shown that the discrimination through gender divisions still exists in the matter of word order. (4) Sexism in Proverb. There is only one analysis which found as sexism in proverb as like "common decency before personal gratification". It related to the high power of men than women. This kind of English proverb seems like the metaphorical of men who held to express the position of men that is always unbalance and prioritized than women. (5) Indirect sexism. This new term is not related to the certain set of linguistic usage and features but contextually of a diction which replace and describe their speaker situation. Indirect sexism which found in this research is about metaphor and irony such as "How about 'imprisoned' in my own house'?" and "I'm ill at ease with male company for the moment.". (6) The last is sexism in swear words. There are various kinds of swear words which used by the character of the movie such as "hell" as like this utterance: "Give me a son and then do what the hell you want, as long as you do it discreetly.", "bastard" in this utterance:"Three boys??? Do you think I can make those bastards my heirs? Well, do you?" and the insulting term for women such as "whore", "Be quite you fool! (to Georgiana). Are you his whore?!". The usage of sexist swear words express their disagreement, anger or objectionable depends on the context and problem of the character. In addition, there is no general neutral term to replace the words. The last is In addition, some aspects of sexist language existing in the movie are character personality, language, background and its context. All of those aspects are interrelated and interconnected each other. Based on the finding, the character personality influences more because it reflects to their language they use. Their language will refer to their position as a centre role model that perceived by public. While the background and context reflects women stereotypical knowledge in Victorian era which bring the character of women discriminated by men. SUGGESTION Using a language without regard to the gender classification is expected to minimize the woman discrimination in the language. So, the researcher wants to contribute some suggestion for the next researcher. First, the next researcher can use and complete the analysis by new sexism which is indirect sexism. It used to analyze sexism without directly using linguistics markers but, it uses diction like in metaphorical, humors, irony or satire which trivializes women. Second, the researcher hopes that the next researcher analyzes the source of data by putting the historical background so that they can find out the characteristic of their style of writing. The historical background can use to prove why those sexist languages occurred. 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