Global Education: International Psychology in Idiom Analyses

The problems of modern education are focused entirely on building a harmonious society in global age. The burning issue of multiculturalism and studying foreign cultures in conditions of preserving national identity is a key concept for national educational systems. The problem is exacerbated by complex international psychological stereotypes which do not contribute to mutual understanding of students with multicultural backgrounds. I propose the idea of cooperative multicultural understanding through studying idioms. For centuries the development of idiomatic systems (phraseological systems) was regarded as a culturally unique individual process, governed by extralinguistic reasons: politics, time factors and cross-cultural contacts. In this article I argue that besides all these factors there is a strong inner logic within the system of idiomaticity (phraseology) itself, which governs the development of the system. Studying of this inner logic, governing the development of idioms, demonstrates common features in all psycholinguistics cultures, rather than disuniting factors. The studying of this inner logic of idiomaticity helps make educational process more formative and descriptive. This logic coincides with the rules of the theory of information. In my study I analyze idioms (phraseological units), belonging to 5 idiomatic systems (phraseological systems): (Chinese, Japanese, British, American and Russian). With the help of on-line electronic linguistic corpuses (Chinese corpus), KOTONOHA (Japanese corpus), BNC (British National Corpus), COCA (Corpus of Contemporary American English) and Russian corpus (Russian National Corpus) I identify tendencies common to all these systems, which comply with the main goals of modern global education building a new global society of mutual respect and shared knowledge which is able to overcome false psychological stereotypes.