The present work deals with multiculturalism and the historical-cultural spaces of education in Latin America, focused on the discourses on the education of students, whose main axes would be the ...school, the teachers and the complexity of the educational-curricular field with the purpose to train disciplined and obedient subjects for today's world of work.
El presente trabajo aborda la multiculturalidad y los espacios históricos-culturales de la educación en América Latina, centrado en los discursos sobre la educación de los estudiantes, cuyos ejes principales sería la escuela, los docentes y la complejidad del campo educativo-curricular con el propósito de formar sujetos disciplinados y obedientes para el mundo laboral actual.
The thought and action of Chiara Lubich are very important for intercultural education. She has given us many theoretical and practical tools – reinforced by the testimony lived with the greatest ...coherence – to learn to be intercultural as people, but also as groups, as specific collective and cultural identities. Her experience can be told as an experience of education in dialogue, a micro-macro dialogue that unfolds from the immediate challenge of interpersonal relationships to widen to the areas of political, intercultural, interreligious relations. This article analyses some aspects of today’s multicultural reality, which challenges the world of education, and – assuming the demanding perspective of interculturality – examines some of Chiara’s proposals, which are based on the idea of a person-dialogue, person-relationship and intercultural person. These proposals, methodologically essential in the transition from reality-challenge to the goals indicated by interculturality, are effectively communicated by Lubich in his fundamental book “The Art of Loving”, in which she presents the secrets for interpersonal, social, intercultural relations, the inescapable attitudes that are configured as “concrete love”. Some passages are here quoted that present the pedagogical principles of reference according to Chiara Lubich, taken from the lecture entitled “Uomo-Mondo” (1972), from the lecture held in Paris on December 17, 1996, when she received the UNESCO prize for “Peace Education”, from the lectio magistralis held in Washington on 10th November 2000 (Honorary doctoral Degree in Education from The Catholic University of America).
The thought and action of Chiara Lubich are very important for intercultural education. She has given us many theoretical and practical tools – reinforced by the testimony lived with the greatest ...coherence – to learn to be intercultural as people, but also as groups, as specific collective and cultural identities. Her experience can be told as an experience of education in dialogue, a micro-macro dialogue that unfolds from the immediate challenge of interpersonal relationships to widen to the areas of political, intercultural, interreligious relations. This article analyses some aspects of today's multicultural reality, which challenges the world of education, and – assuming the demanding perspective of interculturality – examines some of Chiara's proposals, which are based on the idea of a person-dialogue, person-relationship and intercultural person. These proposals, methodologically essential in the transition from reality-challenge to the goals indicated by interculturality, are effectively communicated by Lubich in his fundamental book “The Art of Loving”, in which she presents the secrets for interpersonal, social, intercultural relations, the inescapable attitudes that are configured as “concrete love”. Some passages are here quoted that present the pedagogical principles of reference according to Chiara Lubich, taken from the lecture entitled “Uomo-Mondo” (1972), from the lecture held in Paris on December 17, 1996, when she received the UNESCO prize for “Peace Education”, from the lectio magistralis held in Washington on 10th November 2000 (Honorary doctoral Degree in Education from The Catholic University of America).
From Dialogue to Living Together Furat, Ayşe Zişan; Er, Hamit
Interdisciplinary Journal for Religion and Transformation in Contemporary Society,
12/2020, Letnik:
6, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Abstract
Interreligious dialogue (
IRD
) has been one of the vehemently debated topics in Turkey since the late 90s. Many socio-political factors played a significant role in the proliferation of
IRD
...discussions within the academic circles in this period. The multifaceted and complex nature of the term also attracted a wide audience outside the academia, and particularly, politically motivated organisations. Correspondingly, the term became one of the reference points for their propaganda goals.
Facing the complexity of the issue, this paper aims to disclose the evolution of
IRD
in Turkey by seeking answers to the question “how has the term
IRD
been perceived by Turkish scholars?” by providing insights about the major milestones in the discussions. The article concludes with an analysis of the main trends in the related discussions as follows:
IRD
as (1) a necessity for social welfare, (2) an instrument for religious propaganda, (3) and as part of dialogic relation.
RESUMEN: El artículo propone volver a pensar las categorías de “modernidad”, “tolerancia” y “migración”, estableciendo su alcance, en particular, para la educación en Chile. La tesis que pone en ...discusión es que la migración supone la necesidad de modificar la relación entre modernidad y tolerancia, lo que debe ser atendido por las políticas públicas en educación, que en el caso chileno se muestran precarias e insuficientes.
ABSTRACT: The article proposes to think again the categories of “modernity”, “tolerance” and “migration”, establishing its scope, in particular, for to education in Chile. The thesis that puts it is discussion is that the migration supposes the need to modify the relation between modernity and tolerance, which must be taken care of by the public policies in education, that they are precarious and insufficient in the Chilean case.
RESUMÉ: L’article propose de repenser les catégories de la « modernité », la « tolérance » et la « migration », en établissant son champ d’application, en particulier l’éducation au Chili. La thèse est que la migration implique la nécessité de changer la relation entre la modernité et la tolérance, qui doit être abordée par des politiques publiques en matière d’éducation, qui dans le cas du Chili est précaire et insuffisante.
The operations of the Department of Museums and Monuments of Polish Martyrology were launched in April 1945 as an organizational unit within the Head Authorities of Museums and Monument Preservation ...active within the structure of the Ministry of Culture and Art. The Department’s supreme goal was to document and visually commemorate sites connected with the martyrdom of Poles under the German occupation in 1939–45 by founding museums and raising monuments on execution sites throughout the whole country. The establishment of such an institution was a response of the government to the spontaneous social movement whose goal following the tragic war experience was to commemorate all the fallen in armed struggle and the executed in the Nazi death camps. The social initiatives inspired the authorities to coordinate such efforts, to identify the priorities in this respect, and to select various commemoration forms. These tasks, along with many other ones, were to be implemented by the Department of Museums and Monuments of Polish Martyrology. The paper deals with the characteristics of the Department’s activities, its organizational structure, as well as the detailed aims and tasks implemented over the 9 years of its operations: from the establishment in 1945 to its winding up in 1954. All the Department’s activities meant to commemorate martyrology sites can be divided into those related to the organization and establishment of museums on the sites of former camps, prisons, and Gestapo investigating offices (e.g. museums in Auschwitz, Majdanek, at Warsaw’s 25 Szucha Avenue), and those related to raising monuments to the Nazi regime’s victims. Furthermore, forms meant to continue the efforts initiated by the Department since 1954 are described. The paper is to a great degree based on the documentation preserved in the Central Archives of Modern Records, yet constitutes but an introductory outline as well as encouragement to further investigate the Department’s history.
Based on the example of Kazan in the 1920s, the difficulties and problems of implementing the Soviet policy of urbanization and “socialist city” construction in cities with a nationally and ...religiously heterogeneous population are shown. This policy and the related processes of rural-urban migration, “indigenization”, “apartment redistribution”, and development of the urban outskirts at the expense of the former “bourgeois” center destroyed, deliberately and purposefully, the urban culture that had previously prevailed here and changed the social and national composition of the urban population. Therefore, they can be regarded as the tools of “positive discrimination”. The “positive discrimination” of the formerly dominant urban Russian culture in favor of the developing Tatar culture, mostly in its rural variant, manifested itself very clearly in education, namely in the content and design of the Soviet Tatar alphabet (alifba). However, the practice of granting preferences to the previously discriminated strata turned out to be short-term, tooled for the tasks of immediate strengthening of the social base of the Soviet power, and designed to destroy the former society and culture. These practices of dealing with multiculturalism became less popular by the late 1920s–early 1930s, as the Bolshevik power stabilized and “state-oriented” and unifying tendencies in the power policy increased.
Slovenian literature in Austria represents a case of multiculturality, but most of the time, biculturality and interculturality. The researchers claim that this type of literature belongs to ...Slovenian as well as to contemporary Austria nor German literature. It discusses and linguistically reflects on both cultural-historical environments. The literary translations show that the Slovenian literature in Austria has a double, Slovenian-German identity.
In the last decades of the 20th c. and following 2000, a real 'boom' in founding Jewish museums throughout Europe could be observed. A lot of new institutions were established, and old ones were ...modernized. All this resulting from the growing urge to overcome silence over the Holocaust, to square up with the past, and to open the debate on the multiethnicity of the history of Europe. This, in turn, was favoured by the occurring phenomena: Europe’s integration, the fall of the Iron Curtain, and the development of democratic civil societies. New Jewish museums established in Europe, though inevitably making a reference to the Shoah, are not Holocaust museums as such, and they do not tell the story of the genocide. Their goal is mainly to restore the memory of the centuries of the Jewish presence in a given country, region, and town: they tell this story as part of the history of the given place, and aim at having it incorporated into the official national history. Moreover, their mission is to show the presence and importance of the Jewish heritage in today’s world, as well as to ask questions related to Jewish identity in contemporary Europe. The civilizational conflicts that arose after the relatively peaceful 1990s, outlined a new framework for the activity of Jewish museums which, interestingly, gradually go beyond the peculiar Jewish experience in order to reach a universal level. With such activities they try to promote pluralism and multicultural experience, shape inclusive attitudes, give voice to minorities, speak out against all the manifestations of discrimination and exclusion. Since these museums deal with such sensitive challenging issues, they have to well master the structure of their message on every level: that of architecture, script, exhibition layout, and accompanying programmes, thanks to which they unquestionably contribute to creating new standards and marking out new trends in today’s museology as well as in museum learning.
RESUMENEl presente artículo es el reporte de la investigación titulada "Tejiendo interculturalidad en una escuela para todos", desarrollada con el objetivo de identificar una estrategia ...pedagógica que permitiera la interacción de las culturas Wounaan y mestiza que se encuentran en las aulas del colegio Compartir Recuerdo IED, ubicado en la localidad Ciudad Bolívar de Bogotá, en coherencia con lo proclamado en la Declaración de Educación para Todos por la UNESCO (1990) y en la Declaración Universal sobre la Diversidad Cultural, UNESCO (2001), cumpliendo con una función investigativa relevante en los ámbitos social y educativo, al buscar la mejoría en los ambientes de enseñanza mediante interrelaciones culturales. La metodología se basó en el enfoque cualitativo con alcance descriptivo, orientado bajo los parámetros de la Investigación Acción Educativa, IAE, fundamentada por Rodríguez (2005); los instrumentos diseñados fueron diarios de campo y entrevistas semiestructuradas aplicadas a los 27 estudiantes del curso 202 de la jornada de la tarde, que conformaron la muestra. Los resultados se evidenciaron en el diseño y aplicación de la estrategia pedagógica enmarcada en el Aprendizaje Basado en Proyectos, ABP, denominada "Compartiendo nuestros mundos", permitiendo la construcción de un mural mediante el trabajo colaborativo, compartiendo experiencias, lenguas, la diversidad.culturas y formas de vida con empatía, solidaridad y respeto a
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