Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "multiculturalism education" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 83
Tytuł:
Culture-Based Social Studies Learning Model in Developing Student Multiculturalism
Autorzy:
Saripudin, Didin
Abdulkarim, Aim
Komalasari, Kokom
Powiązania:
https://bibliotekanauki.pl/articles/1972098.pdf
Data publikacji:
2018-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
social studies
culture-based learning
multiculturalism education
multiculturalism
student
junior high school
Indonesia
Opis:
This study aims to describe a culture-based social studies learning model to foster student multiculturalism. Research and Development design was employed, with junior high school students in Sumedang Indonesia as the subjects of the research. The proposed model is a strategy for crafting a learning environment and experience that integrate culture as inevitable part of the learning process. The teaching materials encompass the diversity of Indonesian cultures. Culture-based learning steps manifest in multiculturalism class contracts, delivery of introductory materials, library inquiry, demonstration of cultural performance, modeling/guest teachers, and value clarification technique (VCT) cultural value analysis, material review and reflection of multiculturalism values. The model significantly influenced the development of student multiculturalism.
Źródło:
The New Educational Review; 2018, 51; 173-183
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Who and what should we educate our students to be?An inquiry into the cultivation of multiculturalism in education
Autorzy:
WEI, LIPING
Powiązania:
https://bibliotekanauki.pl/articles/628753.pdf
Data publikacji:
2012
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
American education, immigrants, assimilation, multiculturalism
Opis:
A young Chinese immigrant’s aversion to his Chinese origin and his self-identifi cation as purely American gives much food for thought to the author: Whoand what American edu-cation has been aiming to educate its students to be and what is impeding multiculturalism from being cultivated in education. The article points out that American schools have long been serving to Americanize its immigrant population regardless of where they are originally from, ethnically, linguistically, culturally, and religiously, and in spite of the country’s long--standing and ever-growing diversity. Without challenging the structural inequality inherent in “assimilation”, true multiculturalism will not be realized in education.
Źródło:
Journal of Education Culture and Society; 2012, 3, 2; 74-77
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multicultural Education: Focus on Context
Edukacja wielokulturowa: Kluczowa rola kontekstu
Autorzy:
Zimmerman, Lynn W.
Powiązania:
https://bibliotekanauki.pl/articles/441322.pdf
Data publikacji:
2013
Wydawca:
Wyższa Szkoła Europejska im. ks. Józefa Tischnera
Tematy:
Multicultural education multiculturalism
intercultural communication
Edukacja wielokulturowa wielokulturowość
komunikacja międzykulturowa
Opis:
Kincheloe & Pinar (1991) propose that there is a “significance of place” which must be used as a framework for curriculum theorizing. Where one is from shapes who one is as an individual and as a member of cultural and social groups, and influences how one views and interacts with people who are different from oneself, the “other.” Using this theory as a framework, this article suggests that for peaceful coexistence of cultures to be a reality, multicultural education should approach multiculturalism in a way that makes coexistence possible because of the acceptance of difference without the imposition of one idea or set of ideas. Therefore, there cannot be a “one-size-fits-all” model of multicultural education. Since even researchers and theorists are not in agreement on what multiculturalism and multicultural education are, it is evident that the context in which multicultural education is taught must be considered for the concepts to be relevant and therefore, comprehensible, to the learners. This article compares and contrasts the contexts of the United States and Poland, focusing on the significance of multicultural education in both places and how it is approached in each place.
Joe L. Kincheloe oraz William Pinar są zdania, że u podstaw wszelkich rozważań na temat tworzenia programów nauczania powinna leżeć kwestia „znaczenia miejsca”. Pochodzenie danej osoby nie tylko determinuje to, kim jest jako jednostka i członek różnych grup słpołecznych i kulturowych, lecz również wpływa na to, jak postrzegamy osoby odmienne od nas i jak komunikujemy się z nimi w ramach społeczeństwa. Przyjmując tę teorię jako punkt wyjścia, w niniejszym artykule pokazuję, że pokojowe współistnienie odmiennych kultur jest możliwe tylko wówczas, gdy w danym kraju praktykowana jest edukacja wielokulturowa, która w swej wizji wielokulturowości hołduje zasadzie akceptacji różnic i odrzuca możliwość odgórnego narzucania danej idei lub zestawów idei. Nie można zatem mówić o uniwersalnym modelu edukacji wielokulturowej. Skoro nawet teoretycy i badacze nie zgadzają się w kwestii tego, czym jest wielokulturowość i edukacja wielokulturowa, oczywistym jest, że zawsze konieczne jest rozważenie kontekstu, w którym taka edukacja jest prowadzona (kontekst ten bardzo dobrze muszą też znać sami nauczyciele). Niniejszy artykuł stanowi porównanie kontekstu amerykańskiego i polskiego. Nacisk położony został na znaczenie edukacji wielokulturowej i sposoby jej postrzegania w obydwu krajach.
Źródło:
Kultura i Polityka; 2013, 13; 71-82
1899-4466
Pojawia się w:
Kultura i Polityka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dziecko obcojęzyczne w polskim przedszkolu, czyli o (nie)ograniczeniach w edukacji
A Foreign Language Child in a Polish Kindergarten, about (Un) Restrictions in Education
Autorzy:
Bączyk-Lesiuk, Klaudia
Powiązania:
https://bibliotekanauki.pl/articles/1798225.pdf
Data publikacji:
2020-01-17
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
dydaktyka; wielokulturowość; migracja; przedszkole; edukacja dzieci imigracyjnych
didactic; multiculturalism; migration; kindergarten; education of immigrant children
Opis:
Od kilku lat widać w Polsce rosnącą liczbę cudzoziemców. Co ciekawe, do naszego kraju przybywają już nie tylko pracownicy sezonowi, ale jak wynika z badań Eurostatu, osoby decydujące się na stały pobyt, kupujące mieszkania, zakładające rodziny. W kontekście globalizacji kultury warto zatem zastanowić się nad stanem polskiej edukacji, ze szczególnym uwzględnieniem edukacji przedszkolnej. Co państwo może zaoferować dzieciom uczącym się języka polskiego jako obcego/drugiego? Jak w tej nowej sytuacji edukacyjnej odnajdują się nauczyciele? Kim tak naprawdę staje się osoba pracująca w przedszkolu: nauczycielem, mentorem, strażnikiem tożsamości, logopedą, psychologiem czy po prostu towarzyszem? Praca koncentruje się wokół problemów zgłaszanych przez nauczycieli w następstwie kontaktu z uczniem imigracyjnym w przedszkolu. Przedstawione studia przypadków staną się asumptem do pytania o potrzebę zmian w obliczu wyzwań ponowoczesnej Europy.
For several years, a growing number of foreigners have been seen in Poland. Interestingly, not only seasonal workers come to Poland, but according to Eurostat research, these are people who decide to stay permanently, buy apartments, start families. In the context of the globalization of culture, it is worth considering the state of Polish education, with a particular emphasis on the pre-school education. What can the state offer to children who learning Polish as a foreign/second? How do teachers find themselves in this new educational situation? Who is really a person working in a kindergarten: a teacher, a mentor, a guardian of identity, a speech therapist, a psychologist or just a companion? The work focuses on problems reported by kindergarten teachers as a result of contact with an immigrant student in kindergarten. The presented case studies will become an answer to the question about need for change in postmodern Europe.
Źródło:
Roczniki Humanistyczne; 2019, 67, 10; 7-18
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wielokulturowość współczesnego społeczeństwa wyzwaniem dla edukacji i kształcenia ustawicznego
Autorzy:
Kazimiera, Zdziebło,
Powiązania:
https://bibliotekanauki.pl/articles/892016.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
multiculturalism
education
integration
Opis:
One of the main problems associated with the phenomenon of multiculturalism of modern society is the question of intercultural education and its role in preparing secondary school graduates and employees to work and coexist in a multicultural environment. A particularly important aspect of its activities is in the sphere of the development of appropriate human attitudes and cultural and legal awareness, as well as respect for the standards and the rules of social interaction arising from cultural diversity. Developing intercultural competence including improving knowledge, developing skills and attitudes regarding relationships and human functioning in a culturally diverse society is therefore an important area of activity in schools, universities and centres of postgraduate education. The aim of this paper is to discuss issues related to multicultural societies and the challenges for education and lifelong learning that result from the phenomenon of multiculturalism.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(2 (244)); 187-203
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja religijna w Anglii – budowanie spójności społecznej i obywatelskiej w warunkach pluralizmu kulturowego
Religious Education in England – Building Social Cohesion and Citizenship in the Plural Society
Autorzy:
Hejwosz-Gromkowska, Daria
Powiązania:
https://bibliotekanauki.pl/articles/1075329.pdf
Data publikacji:
2017-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
citizenship education
religious education
England
multiculturalism
Opis:
Faith institutions play a vital role in shaping social structure, social capital and social cohesion. Both religious and citizenship education can contribute to making good citizens. The latter is more political oriented, while the former is focused on faith, spirituality and morality. The English model of religious education is oriented towards a multi-faith dialogue, without the aspects of worship and confession. The phenomenological approach assures that every child, regardless of their religious background, is obligated to attend religious education. Today, the UK is facing many challenges, including secularization and cultural differentiation of the society. Thus, the educational institutions revise curricula and aims of learning. The aim of the paper is to present and analyze the main premises of educational policy in the context of religious education in public schools in England. I will also attempt to reconstruct the social and political ongoing debate on the aims of RE.
Źródło:
Studia Edukacyjne; 2017, 43; 43-60
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jestem Inny! Muzyczna edukacja wczesnoszkolna a problematyka wielokulturowości
I am Different! Early-school musical education vs. the issue of multiculturalism
Autorzy:
Frołowicz, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/521984.pdf
Data publikacji:
2015
Wydawca:
Akademia Muzyczna im. Stanisława Moniuszki w Gdańsku
Tematy:
early-school musical education
multiculturalism
intercultural education
Opis:
Multiculturalism accompanies mankind from the ancient times. Assuming it is an objective social reality, in which culturally diverse groups coexist (react and interact) with various results, there arise fundamental questions concerning the strategy of conduct in this area, which also include the aspect of musical education itself. In Europe (including Poland), the concepts of cultural pluralism in musical education appeared in the 1970s. Maria Przychodzińska defined the goals of multicultural musical education most fully, emphasizing the meaning of enhancing children’s sound imagination and openness to new music experiences in this context. Research has shown that the most appropriate time for this activity in organised musical education is at its early stage. The author considers educational theories which help to accomplishing such goals with regard to the basis of theory of intercultural musical education, and reports results of her action research conducted during a series of lessons planned according to her musical curriculum. Music lessons, aiming to build interactions based on empathy and understanding towards the Other, were conducted in two different primary schools in Gdańsk. The results confirm the belief that music can be the bridge between culturally diverse worlds and, at the stage of early education, children’s openness towards its originality and distinctness (mostly material, tonal, and performance-related) is a chance to shape empathic, tolerant and understanding attitudes, which will help the children to lead a satisfying life in a multicultural environment.
Źródło:
Aspekty Muzyki; 2015, 5; 79-93
2082-6044
Pojawia się w:
Aspekty Muzyki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja wielokulturowa w przedszkolu – projekt AIESEC International Kindergarten
Autorzy:
Aleksandra, Mińkowska,
Powiązania:
https://bibliotekanauki.pl/articles/892150.pdf
Data publikacji:
2018-02-07
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
multicultural education
multiculturalism
kindergarten
AIESEC
Opis:
The article discusses the role of multicultural education. The main objective was to outline the potential for multicultural education in kindergarten. The author focuses on the multicultural process in the contemporary world and the growing need for its implementation from an early age. In the study, the author analyses multicultural workshop events in one of Warsaw’s kindergartens – the International Kindergarten project organised by AIESEC. The author presents a workshop observation report and provides information on the organisational aspects of multicultural workshops. Important for the study were the interviews with the teachers participating in the International Kindergarten workshops, who expressed their attitudes towards multicultural education in pre-school education.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 179-194
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EDUCATION FOR A TRANSCULTURAL LIFE-WORLD OR FOR A HEGEMONIC NATION? SCHOOLING IN THE BRITISH EMPIRE, IN FRANCE, AND IN CANADA, 1830S-2000S
Autorzy:
Hoerder:, Dirk
Powiązania:
https://bibliotekanauki.pl/articles/579861.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
TRANSCULTURAL
IMPERIAL EDUCATION
MULTICULTURALISM
EDUCATION
IMMIGRANT CHILDREN
Opis:
To understand transcultural education in societies with children from many cultural backgrounds, this essay looks at socialization in colonial-hierarchical settings and uses the analysis of cultural impositions to discuss consequences and needs in present-day immigration societies. The analysis begins with an historical approach to intercultural education. In a first section, focusing on British as well as French and Dutch colonies it analyses memories as reflected in life-writings of colonized resident children in schools run by in-migrant – “third-culture” – imperial administrators and teachers – a remote-control education. Present-day constructs of mono-cultural national values may be equally remote to the life-worlds of many-cultured societies. The second part traces the migration of imperially-educated students and working adults to the (former) colonizer core with India-to-England (late 19th to early 20th century) and Suriname-to-The Netherlands (1960s-2000s) as examples. In a third section, as an exemplary case for today’s multicultural cities, I discuss French-speaking university students from North and West Africa in Paris, i.e. migrant students facing a national/nation-centred/nationalist educational system. In a concluding part, I will interpret present-day Canada’s educational practices in terms of transcultural socialization. How did children and adolescents connect the "facts" learned in educational institutions to their everyday lives -- if they did so at all?
Źródło:
Studia Migracyjne - Przegląd Polonijny; 2014, 40, 3(153); 17-32
2081-4488
2544-4972
Pojawia się w:
Studia Migracyjne - Przegląd Polonijny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polityka edukacyjna w kontekście potrzeby nabywania kompetencji międzykulturowych
Education policy in the context of acquiring intercultural competences
Autorzy:
Nikitorowicz, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/952208.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
education policy
multiculturalism
intercultural competences
heterology
Opis:
The Author indicates the need for pursuing a new educational policy in the emerging multicultural societies in order to acquire skills that enable exceeding the limits of own ethnocentrism and sociocentism. He emphasis that the education system has not been equipped with the tools for shaping: civic attitudes, development of the human community and responsibility for it. The Author signifies and justifies that the current education policy is moving towards ideologies of the nation, which should be opposed. In the context of the above, the Author highlights the need for revitalization of heterology in contemporary educational policy as a principle of social life and attitudes characterised by sensitivity and intercultural competences.
Źródło:
Pogranicze. Studia Społeczne; 2017, 30
1230-2392
Pojawia się w:
Pogranicze. Studia Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ku jakim strategiom w edukacji międzykulturowej w kontekście współczesnych problemów wielokulturowości?
Towards which intercultural education strategies in the context of contemporary problems of multiculturalism?
Autorzy:
Nikitorowicz, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/951956.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
culture
multiculturalism
multicultural societies
intercultural education
Opis:
The author draws attention to the challenges and tasks of intercultural education in the context of contemporary problems related to the implementation of the dilemmas and principles of multiculturalism. Multiculturalism is treated and analysed not only as the coexistence of different cultural groups in the same space, but primarily as an identity, ideological and educational phenomenon that allows to notice, point and deliver new strategies in intercultural education. The prospect of emancipation, polyphony, J. Tischner’s philosophy of dialogue, ethics of respect for life by A. Schweitzer, genetic law of cultural development by L. S. Vygotsky and the changes of countries functions from military-defensive and economic towards social and cultural, are the basics to formulate the strategies for intercultural education and the development of democratic multicultural societies. By referring to the twenty years of actions that have been undertaking by the Department of Intercultural Education at the University of Bialystok, the author indicates the diversity of educational and social practices of different nature at local, regional, national and international levels. These practices are based on considering in these activities the needs, expectations and aspirations of majority and minority groups about the right to preserve their own culture and the creation of rules of coexistence and shared responsibility for socio-cultural area that is culturally diverse.
Źródło:
Pogranicze. Studia Społeczne; 2015, 25; 25-40
1230-2392
Pojawia się w:
Pogranicze. Studia Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy tożsamościowe obywateli państw powstałych po upadku ZSRR
Identity problems of the nationals of the countries formed after the collapse of the Soviet Union
Autorzy:
Nikitorowicz, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/951995.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
culture
multiculturalism
transculturalism
identity
intercultural education
Opis:
The author, referring to his own research on the Polish-Lithuanian, Polish-Belarusian and Polish-Ukrainian borderland, formulates the thesis that after the collapse of the USSR individual nations began to develop their own national identity in opposition to other nations. The author poses the question of the civic loyalty with simultaneous loyalty to the culture of origin, national culture. He gives examples and attempts to answer in the context of the arising problems of identity in the emerging multicultural societies. Particular attention is paid to the problems of identity of Poles, as citizens of other countries created after the collapse of the Soviet Union, that is of Poles in Lithuania, Belarus, Kazakhstan, Buryatia.
Źródło:
Pogranicze. Studia Społeczne; 2016, 27 cz. 1
1230-2392
Pojawia się w:
Pogranicze. Studia Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integration and Identity – The Strategies of Young Europeans – Interpretative Tracks and Motifs
Autorzy:
Szczurek-Boruta, Alina
Powiązania:
https://bibliotekanauki.pl/articles/1996424.pdf
Data publikacji:
2017-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
multiculturalism
culture
education
integration
identity
learning
game
Opis:
In the article, the question is raised whether human knowledge, abilities, emotions and socialization are capable of shaping social structures according to the idea of multiculturalism (which faces a critical situation), introducing the humanistic quality to the principles of coherence and integration. With my own research results in the background (diagnostic polling and individual interviews), integration and identity are presented as strategies determined by aims, subjects (players) and profits (rewards). What has been indicated is the idea worth promoting in the field of pedagogy, in educational institutions and in whole societies, i.e., shaping the culture which re-builds the real power of group life. The postulate to shape such culture in multicultural communities is very hard to implement, but not impossible. The presented results of the studies conducted on a specific group of young Europeans – the participants of a short-term international voluntary workcamp – indicate and illustrate the development of cognitive functions, motivation and interactive activity of kindness- based character. The interpretative tracks and motifs for the obtained results are sought in K. Illeris’s holistic concept of learning and in other theories of various origin, not much known in the field of pedagogy: H. Simon’s concept of bounded rationality and R. Aumann’s theory of repeated games (otherwise called the theory of “conflict and cooperation” or “interactive decisions”). Applying two different approaches into the discussed issues – the theoretical and empirical, detailed and partially generalized approach – is cognitively interesting and useful in the practical dimension. This might help both to specify the stimuli which cause the evolution of human attitudes and strategies of acting and to design and organize education.
Źródło:
Kultura i Edukacja; 2017, 4(118); 21-31
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interculturalism in Polish schools according to teachers from borderlands
Autorzy:
Młynek, Patrycja
Andruszkiewicz, Fabian
Kulik-Grzybek, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/22666432.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education
acculturation
cooperation
social integration
interculturalism
multiculturalism
Opis:
Global cultural exchange is a well-known, boundless phenomenon. Therefore, it is fundamental for countries to promote mutual understanding and tolerance of cultural diversity, to prevent stigmatization and social hermetization from migrant backgrounds, and to foster social inclusion, thus fulfilling the assumptions of sustainable development. Polish society is considered to be relatively homogenous in terms of culture, however, the increasing influx of immigrants, especially from Eastern Europe, poses a new challenge for its national schooling system and multicultural education. That is why the aim of the article was to verify the state of preparation of Polish schools for multicultural education, mutual attitudes of the participants of the educational process, and the relationships between them, as well as to indicate dependency between parents, students, and teachers. The article presents the results of quantitative research carried out in a group of early childhood education teachers from border regions. The results of the conducted research showed the state of intercultural education in Polish schools before the start of the war between Russia and Ukraine. The study is barely the attempt of monitoring the condition of intercultural education, especially in the current “new multicultural reality” in Polish schools.
Źródło:
Edukacja Międzykulturowa; 2023, 23, 4; 135-146
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wartość dialogu w edukacji międzykulturowej
THE VALUE OF INTERCULTURAL DIALOGUE IN EDUCATION
Autorzy:
Garbuzik, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/418714.pdf
Data publikacji:
2013
Wydawca:
Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
Tematy:
MULTICULTURALISM
EDUCATION
DIALOGUE
TOLERANCE
UNDERSTANDING
DIVERSITY
COMMUNICATION
EDUCATION SYSTEM
CIVILIZATION
Opis:
Over the centuries, mankind has undergone a great revolution, but not before the pace of change was not as deep and fast as it is now. The process of globalization, the disappearance of borders, integration of the countries of Europe, the growing number of multi-ethnic states that the process of unification in the economy and the occurrence of different values underlines the importance of multiculturalism. For centuries, different cultures mutually displaced, destroy, seek to dominate and expansion and single action aimed at mutual understanding were not effective. But a different world is possible. Lead to a different way in the economy, politics but also and above all in the culture. And it is intercultural education has lead to the understanding of cultural differences – from the subcultures in their own communities to the culture of remote communities, prepare to interact and strengthen their own identity. Cooperation with representatives of the different cultures of the global world is a very important and responsible task for the modern system of education aimed at preparing the public to new challenges. They consist in building a global culture, to deepen their own identity of individuals, groups and communities by promoting tolerance and dialogue, because of globalization, despite the trend towards integration and unification of people from all over the world, our actions and choices are determined by history, tradition and the culture in which we were raised and grew up. Intercultural education includes a dialogue, so that creates a culture that results in contact with others. This dialogue is the basis of all culture and dialogue is a way to co-existence of cultures and intercultural education and dialogue is a service to the dignity of man.
Źródło:
Colloquium; 2013, 5, 2; 39-46
2081-3813
2658-0365
Pojawia się w:
Colloquium
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 83

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies