Search results

1

Doświadczanie tożsamości w warunkach wielokulturowości

100%

Golka M.

Przegląd Zachodni

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2012

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issue 1(342)

3-16

EN

Contemporary experience of identity began to undergo radical changes under the influence of numerous factors, multiculturality included. Multiculturality is understood here as an awareness of the co-occurrence of two or more social groups with relatively different cultural features within the same space (or in immediate vicinity of one another but without a clearly defined boundary, or in a situation when two or more such groups aspire to occupy the same space). Such an experience of identity is accompanied by a specific “multiculturality of cultures” which increasingly tend to adopt a hybrid nature. It seems that the times of peace, equilibrium, stability, constancy and explicit identity are irrevocably gone – the rule of the idea of identity as something permanent, homogeneous and common has come to an end. Although identity has become problematic, doubtful and blurred it is also a creative and promising challenge. After all the fluidity, changeability, temporality and hybridity of identity correspond to the fluidity, changeability and diversity of the contemporary Western civilizati

2

Flohmärkte als Schmelztiegel der Kulturen – Gedanken zur Interkulturalität mit einem Seitenblick auf die Sprachenpolitik einer multikulturellen Gesellschaft und die Möglichkeiten einer zeitgemäßen Schule

100%

Utri R.

Lublin Studies in Modern Languages and Literature

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2011

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issue 35

130-143

EN

The case of „flea markets”, multinational and multicultural in nature in the German-speaking countries, is a starting point for the discussion of the necessity to introduce the issues of multiculturality and multilingualism into contemporary academic discourse. The author gives examples of practical solutions to be applied in educational policies in multicultural societies.

3

Strategia transkulturowości w edukacji. Perspektywa artefaktu kulturowego

80%

Misiejuk D.

Pogranicze. Studia Społeczne

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2015

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vol. 25

209-221

EN

The article relates to the problem of cultural heritage. States that education should focus on this in the light of modernization and building standard of multicultural society. The Author deliberates the needed changes in cultural awareness of individuals through changes in the relation individual – culture. In the time of modernity these relation was mediated by tradition of the group. In the postmodernity we observe straight relation. In this regard need to be discussed reality of heritage and concept of tradition. The article ends with analyses of cultural pluralism – multiculturality and tranculturality as terms which creates different socio – cultural standards and designs different relation: individual – culture.

4

Wielokulturowe dziedzictwo oraz losy ludności Warmii i Mazur po 1945 roku – przegląd tematyki i literatury przedmiotu pod kątem nauczania dziejów regionu

80%

Bieniek M.

Przegląd Wschodnioeuropejski

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2010

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vol. 1

267-296

EN

In program documents of the education reform from 1999 attention was paid to the meaning of regionalism in education and upbringing of the young generation as well as to the need of including the multicultural heritage of regions in the historical education. Teaching multiculturalism should serve the cultivation of personal identity as well as understanding and acceptance of national, ethnic, religious or cultural distinctness. Teaching the dialogue in a multicultural society is treated as an answer to great migrations in the 20th century. After World War II the picture of social life in the area of former Eastern Prussia, which belonged to Poland, changed fundamentally. In Warmia and Masuria the native population met post-migration population. Such diversity caused many integration problems. Each group brought specific cultural features, patterns of behavior, habits, ways of management etc. For many years after the war the matters connected with identity of the region, multiculture of Warmia and Masuria and presence of national minorities remained silent. The surveys carried out in 2000 among high school population indicated considerable lack of historical knowledge connected with the region’s history and the specific nature of its culture. The understanding and knowledge of historical distinctions between Warmia and Masuria are also insufficient. This article was prepared to meet the needs of teachers who explore the issues of the region's multicultural heritage. In the description of particular populations living in Warmia and Masuria the situation of native population is strongly emphasized. The professional literature presented may be helpful for biographical exploration directed to self-education as well as regional education.

5

Wielokulturowość i globalizacja a strategie edukacji międzykulturowej

80%

Lewowicki T.

Pogranicze. Studia Społeczne

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2015

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vol. 25

13-24

EN

Multiculturalism is eternal phenomenon, which exists in the whole world. It brings many positive results, but may also be the cause or pretext of conflicts, wars, tragedies. Multiculturaliral education and above all intercultural education is the attempt to create multicultural world, in which people live in friendship and cooperate creating the conditions towards satisfying course of living. The popularization of ideas and practice of intercultural education depends on the inclusion of various kinds of multiculturalism and on taking advantage of the chances brought by globalisation. The article presents the main types of multiculturalism and proeducational chances related to some of the existing ways of globalisation. On this background, different strategies of acting, which are intercultural education friendly, are presented.

6

Multicultural Wrocław: between creation, imagination and reality

70%

Dolińska K., Makaro J.

Nauka

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2019

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issue 3

EN

Some consider the multiculturality of Wrocław to be its obvious and socially legitimised “property”, whereas others view it as controversial and refutable construct. In the paper, we would like to investigate the multiculturality of the Lower Silesia’s capital taking into account its internal differentiation, which is mostly due to the adjudicating authorities – city authorities, its citizens and researchers - as well as observable dynamics. Hence, we propose to inspect the following: firstly, the real differentiation of the social structure of Wrocław’s inhabitants and its transformations related mostly to the influx of Ukrainians, who change the ethnic cityscape; secondly, the politics of municipal authorities regarding the promotion and strengthening of the city’s image as the multicultural, open and tolerant “meeting place”, as well as initiatives inscribed therein and other observable, contradictory events; thirdly, the evaluation of Wrocław’s multiculturality and its selected aspects performed by the city’s inhabitants and revealed in the research on this phenomenon in 2011 and in two editions of Social Diagnosis of Wrocław (2014 and 2017).

7

Wielokulturowość w zakładach karnych. Uwagi o problemie i unormowaniach prawnych

70%

Stępniak P.

Nowa kodyfikacja prawa karnego

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2018

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vol. 48

107-128

EN

The article is devoted to the multiculturality of the prison population. It has recently become one of the most important political, social and economic problems facing contemporary societies as well as an important and growing penal problem. The article is divided into two parts. In part one the author discusses the terminology associated with multiculturality. He formulates his own, operational definition of the concept with regard to the contemporary penal space. In addition, he points to the distinctive features of inmates representing various cultures (nationality, ethnicity, language, religion), and discusses their significance in working with prisoners. In part two the author analyses how the question of multiculturality is tackled in the Polish prison law with regard to two groups of convicts: those from different cultural and religious backgrounds, speaking different languages and having different customs, as well as foreigners. He points to two areas of legal regulations, i.e. formal procedures applied by officers with regard to individuals under arrest or already sentenced as well as recommendations of international law concerning the general rules of working with this group of inmates, and the level to which they have been taken into account in Polish law. He concludes that the two aspects are barely noticed in Polish prison law. The author explains his opinion in detail, drawing on a review of relevant provisions of Polish prison law. The article ends with a call to investigate the scale and nature of the phenomenon in Polish penal institutions, as it will become more urgent in the future, which prompts questions about respect for the laws, values and customs associated with the cultures represented by prisoners, and, on the other hand, about their compatibility with the values, attitudes, behaviours and principles of social conduct accepted in Poland. The author calls for a discussion about how to organise custodial sentences for individuals from varied cultural backgrounds and how to expand the Polish prison regulations in this respect.

8

Multicultural education in Estonia: why is it powerless in responding to islamophobia?

70%

Süld E.

Society Register

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2022

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vol. 6

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issue 2

61-86

EN

The article discusses the extent to which the three multicultural learning strategies implemented to promote multiculturalism differ and how the initiatives takes into account religious differences and Islam. Methodologically, the article focuses on thematic content analysis of the three multicultural education projects. The thematic content analysis makes it possible to study what is being discussed in the multicultural context and how it is being interpreted through these ideas and concepts. The aim of these school projects is to create a common language environment and a new (well-integrated) national identity. Based on the Estonian super-secular society (less than 19% Estonians considered themselves to be a part of some congregation or religious), the peculiarities of religion orientation are not so much taken into account in these multicultural learning strategies and Islam occurs in connection with radicalism.

9

The Laboratory on Mass Migration Research of the Institute of History, Polish Academy of Sciences, and its editorial series “Migrations and Society”

61%

Zamojski J. E.

Nauka

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2007

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issue 3

EN

The article summarizes sixteen years of research and academic publishing of the Research Group on Mass Migrations in the 19th and 20th centuries, Institute of History, Polish Academy of Sciences (IH PAN). The group focuses on mass migrations as a social and historical phenomenon integral to the understanding of the history of nations, regions and humanity as a whole, and responsible for shaping much of the human experience. It concentrates on the European and Transatlantic sphere in the second half of the 20th century, examined from a wide perspective while not losing sight of the specific time and place. The group comprises six scholars, each carrying out individual research projects. At the same time, they co-operate in stimulating and popularizing the research on migrations as a human phenomenon of universal geo-historical nature. The Work Group achieves this by organizing annual multidisciplinary conferences attended by scholars from Poland and abroad (Ukraine, France, Russia, Spain). The proceedings of these conferences are published in a series entitled “Migrations and Society” (12 volumes published so far, the 13th in print). Apart from the materials presented at the conferences, this publication also includes reviews, informative articles, etc. (“Reviews and Opinions” section). Every volume, usually focusing on a particular subject, presents a wide range of migration themes, including general issues (such as diaspora creation, feminization and the evolution of structures and directions of waves of migration), and especially detailed studies of various migration types (political and forced migrations, decolonizatory, regional – i.e. African, Latin American), emergence of new ethnic minorities, problems of Moslem immigrant societies, the role of churches, the fate of female migrants, processes of integration, conflicts of identity and culture etc. The Spanish speaking world is aptly represented in this publication, reflecting not only its place in global migration processes but also the close cooperation of the Work Group with their colleagues at the Spanish Historical Institute, “Consejo Superior de Investigaciones Cientificas”, which has led to two joint conferences, research scholarships, joint publications etc. In the choice of conference and publication topics the work group tries to pursue and popularize the perception of migrations as a natural and inevitable historical process with various triggers, forms, and results, a universal phenomenon and a cause for deep transformations of structure, consciousness and culture, not only in societies accepting migrants but also in those they left. The conferences organized by the IH PAN Work Group have gained a level of recognition among migration researchers and institutions, and the series “Migrations and Society” became a useful tool of academic teaching.

10

JEWISH MUSEUMS IN EUROPE: GENESIS AND PROFILE

61%

Sztyma T.

Muzealnictwo

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2019

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vol. 60

55-63

EN

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.

11

DEPARTMENT OF MUSEUMS AND MONUMENTS OF POLISH MARTYROLOGY IN 1945–54 AND TO-DATE CONTINUATION OF ITS TASKS

61%

Kułak P.

Muzealnictwo

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2019

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vol. 60

78-91

EN

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.

12

Ukraińska monografia o Josephie Conradzie. Rec.: Ołena Tkaczuk, Multykulturna identycznist´ Dżozefa Konrada: krytyczno-typołohiczni wymiry. (Monohrafija). Kyjiw 2018

61%

Radyszewśkyj R.

Pamiętnik Literacki

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2020

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vol. 111

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issue 3

226-230

PL

O wątkach ukraińskich w biografii i twórczości Josepha Conrada wzmiankowało wielu badaczy. Były to raczej przyczynki do tematu niż systematyczne studia. Lukę tę wypełnia omawiana tu monografia Ołeny Tkaczuk, sytuująca ukraińskość pisarza na tle jego wielokulturowości, na którą składały się tradycje Rzeczypospolitej, model wychowania w domach ziemiańskich, gdzie istotną role odgrywały język i kultura francuska, oraz późniejsze doświadczenia brytyjskie związane m.in. ze sposobem rozumienia figury gentelmana. Praca, swobodnie posługująca się językami współczesnej humanistyki, jest przykładem symbiozy badań kulturowych z biografistyką i ujęciami komparatystycznymi.

EN

Many researchers have risen the Ukrainian issues in Joseph Conrad’s biography and creativity, though they have offered rather contributions to the problem than ordered studies. This gap is filled with Olena Tkachuk’s monograph discussed here which places Conrad’s Ukraininty against the background of his multiculturality composed of the Polish Republic’s traditions, of the landowners’ model of upbringing, where crucial role was played by the French language and culture, and later of the British experience connected, inter alia, with the mode the figure of a gentleman was understood. The paper, freely exploiting the languages of modern humanities, is an example of a symbiosis between cultural studies and biography with comparative approaches.

13

On the phenomenon of scientific work of Zbyszko Melosik

53%

Śliwerski B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 26

PL

Bogusław Śliwerski, On the phenomenon of scientific work of Zbyszko Melosik. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 405–439. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.19 The subject of analyses are issues of research undertaken in scientific publications by Zbyszko Melosik from the Adam Mickiewicz University in Poznań, the content of which is of key significance to reforms in paedagogical sciences after the year 1989 in Poland, as well as to the understanding of international and domestic value of the cooperation of this scientist with academic circles. It is also an example of the establishment and evolution of the Poznań research school in culture, comparative and general paedagogy. They indicate a clear union between the conditions of socioculturaland education studies in light of the assumptions of post-modernism and critical paedagogy and the richness of sources by this author, connecting Polish paedagogical thought with the world discourse on socialisation and broadly understood education.

14

Wielokulturowość w (przed)pandemicznym świecie i jej znaczenie dla procesu uczenia się międzykulturowego

51%

Stepaniuk J.

Podstawy Edukacji

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2021

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vol. 14

41-57

EN

The phenomena of multiculturality is one of the key determinants that create the modern world and multicultural relations based among others on the meeting with the Other. The main purpose of the considerations in the presented text is to point the way how epidemiological threat connected with the expansion of SarsCov2 virus has changed the perspective of preception of multiculturality and at the same time how it has determined (perhaps) the new thinking of the need of multicultural interactions. The author of the article appeals to both interdisciplinary literature subject and makes her own thoughts about the phenomena of multiculturality, presenting its meaning for the learning process. In the final part the most important conclusions and rethoughts about the multicultural society, chances and possibilities of its development in the globalised (before)pandemic world are contained.

PL

Zjawisko wielokulturowości jest jednym z kluczowych wyznaczników kreujących współczesny świat i relacje międzyludzkie, oparte między innymi na spotkaniu z Innym. Głównym celem rozważań w prezentowanym tekście jest ukazanie tego, w jaki sposób zagrożenie epidemiologiczne związane z rozprzestrzenianiem się wirusa SarsCov2 zmieniło perspektywę postrzegania wielokulturowości, a tym samym zdeterminowało (być może) nowe myślenie o potrzebie interakcji międzykulturowych. Autorka artykułu odwołuje się zarówno do interdyscyplinarnej literatury przedmiotu, jak i dokonuje własnych przemyśleń na temat zjawiska wielokulturowości, ukazując jej znaczenie dla procesu uczenia się międzykulturowego. W części końcowej zostały zawarte najważniejsze wnioski i konkluzje dotyczące społeczeństwa wielokulturowego, szans i możliwości jego rozwoju w zglobalizowanym (przed)pandemicznym świecie.

15

Budowanie procesów międzykulturowych w trudnych czasach. Propozycja według myśli i dzieła Chiary Lubich

51%

Milan G.

Paedagogia Christiana

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2019

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vol. 1/43

311-326

PL

Myśl i dzieło Chiary Lubich mają istotne znaczenie dla edukacji międzykulturowej. Mistyczka ma znaczący wkład teoretyczny i praktyczny – wzmocniony bardzo spójnym świadectwem jej życia – w uczenie ludzi bycia „międzykulturowymi” zarówno indywidualnie, jak i jako grupy o specyficznych tożsamościach zbiorowych i kulturowych. Całe jej doświadczenie można określić jako doświadczenie edukacji w dialogu, dialogu mikro-makro, który rozwija się, począwszy od wyzwania, jakie stawia każda relacja międzyosobowa, która z czasem rozszerza się na obszary relacji politycznych, międzykulturowych, międzyreligijnych. W tym artykule przeanalizowano kilka aspektów codziennej rzeczywistości międzykulturowej, która stawia wyzwania światu edukacji, i – przyjmując wymagającą perspektywę interkulturowości – przebadano niektóre propozycje Chiary Lubich: są one osadzone na idei osoby-dialogu, osoby-relacji, osoby-międzykulturowości. Te wypracowywane wskazania, metodologicznie zasadnicze w przechodzeniu od rzeczywistości-wyzwania do celów wyznaczanych przez międzykulturowość, są czytelnie określone przez Lubich w jej fundamentalnym tekście Sztuka miłowania, w którym przedstawia „sekret” relacji międzyosobowej, społecznej, międzykulturowej – postawę niezbędną, która wyraża się w „konkretnej miłości”. Przytoczone zostały niektóre fragmenty przedstawiające podstawowe zasady pedagogicznego odniesienia Chiary Lubich, zaczerpnięte z jej tekstu Człowiek-świat (1972), z przemówienia w Paryżu 17 grudnia 1996 r. z okazji przyznania jej Nagrody UNESCO za Wychowanie dla pokoju oraz z lectio magistralis, która odbyła się w Waszyngtonie 10 listopada 2000 r. z okazji przyznania jej tytułu doktora honoris causa w zakresie pedagogiki.

EN

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).

16

IKONY, PRZEMYT I MAKDONALDYZACJA KULTURY

51%

Tomalska-Więcek J.

Muzealnictwo

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2017

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vol. 58

296-306

EN

Culture undergoes constant changes. Although today, Poland is an almost ethnically homogenous country, ages ago, the dialogue of cultures took place not only on the borderlines of the First Polish Republic but also in the then capital city of Cracow. In 1390, Slavic Benedictine monks who used Old Church Slavic language settled in the church of the Holy Cross in Krakow. Francis Skaryna (Francysk Skaryna), a pioneer of Belarusian printing and later the founder of the first printing house in Eastern Europe in Vilnius, published the first Cyrillic prints in the world in Cracow and in the early 16th c. also studied there. Poland was a great example of a multicultural society. In the early 16th c. the Catholics and the Protestants, the Jews and the Armenians, the Tatars and the Karaims lived in Poland. After the Union of Lublin, the Crown of the Kingdom of Poland and the Grand Duchy of Lithuania formed one of the biggest countries in Europe at the time; it was inhabited by the Poles, the Lithuanians, the Ukrainians and the Belarusians. In the mid-16th c. Poland became a shelter for multitudes of religious dissenters in Western Europe, such as the Lutherans, the Calvinists, and other Protestants. Today it is useless to seek traces of such multiculturality in many museums. In museums which collect paintings related to the Eastern Orthodox Church, places of monuments connected with Polish culture are frequently occupied by late icons of mediocre artistic value smuggled from Russia. The article attempts to explain this phenomenon in the context of the transformation of modern museology.

PL

Kultura ulega ciągłym przemianom. Polska jest dziś etnicznie niemal jednorodna, ale przed wiekami dialog kultur odbywał się nie tylko na pograniczach, lecz także w stołecznym Krakowie. Tu w 1390 r. przy kościele św. Krzyża osiedlili się słowiańscy benedyktyni, używający języka starocerkiewnosłowiańskiego. Tu wydał pierwsze na świecie druki cyrylickie, a w pierwszych latach XVI w. studiował pionier drukarstwa białoruskiego Franciszek Skaryna (Francysk Skaryna), późniejszy założyciel pierwszej w Europie Wschodniej drukarni w Wilnie. Polska była znakomitym przykładem społeczeństwa wielokulturowego. Na początku XVI w. na ziemiach polskich i litewskich mieszkali katolicy i prawosławni, Żydzi i Ormianie, Tatarzy i Karaimi. Korona i Wielkie Księstwo Litewskie po unii lubelskiej utworzyły jedno z największych państw ówczesnej Europy, zamieszkałe m.in. przez Polaków, Litwinów, Ukraińców i Białorusinów. W połowie XVI w. Rzeczpospolita stała się schronieniem dla rzeszy prześladowanych na Zachodzie innowierców: luteranów, kalwinistów i innych wyznań protestanckich. Dziś próżno by szukać śladów owej wielokulturowości w wielu muzeach. W muzeach gromadzących zbiory malarstwa cerkiewnego niejednokrotnie miejsce zabytków polskiej kultury zajmują, przemycane z Rosji, późne ikony o miernej wartości kulturowej. Artykuł jest próbą wyjaśnienia tego zjawiska w kontekście przemian współczesnego muzealnictwa.

17

Costruire l’intercultura in tempi difficili. La proposta pensiero-vita di Chiara Lubich

51%

Milan G.

Paedagogia Christiana

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2019

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vol. 1/43

297-310

IT

Il pensiero e l’opera di Chiara Lubich sono molto importanti per l’educazione interculturale: lei ci offre molti contributi teorici e pratici – rinforzati dalla testimonianza vissuta con massima coerenza – per imparare ad essere interculturali come persone, ma anche come gruppi, come specifiche identità collettive e culturali. Tutta la sua esperienza può essere raccontata come esperienza di educazione al dialogo, un dialogo micro-macro che si esplica fin dalla immediata sfida della relazione interpersonale per allargarsi agli ambiti sempre più vasti delle relazioni politiche, interculturali, interreligiose. Questo articolo analizza alcuni aspetti della odierna realtà multiculturale, che sfida il mondo dell’educazione, e – assumendo l’impegnativa prospettiva dell’interculturalità – esamina alcune proposte di Chiara: sono proposte che si fondano sull’idea di persona-dialogo, persona-relazione, persona interculturale. Queste indicazioni di percorso, metodologicamente essenziali nel passaggio dalla realtà-sfida alle finalità indicate dall’interculturalità, sono efficacemente indicate dalla Lubich nel suo fondamentale scritto L’arte di amare, nel quale presenta i segreti per la relazione interpersonale, sociale, interculturale, gli atteggiamenti imprescindibili che si configurano come “amore concreto”. Vengono qui riportati alcuni brani che presentano i fondamentali principi pedagogici di riferimento per Chiara Lubich, tratti dal testo di una relazione intitolata “Uomo-Mondo”(1972), dal discorso a Parigi il 17 dicembre 1996, in occasione del conferimento del Premio UNESCO per l’educazione alla pace, dalla lectio magistralis tenuta a Washington il 10 novembre 2000 (Laurea honoris causa in Pedagogia).

EN

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).

18

80. Kongres IFLA (Lyon, 16–22 sierpnia 2014 r.)

51%

Wojciechowska M.

Toruńskie Studia Bibliologiczne

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2014

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vol. 7

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issue 2(13)

252-256

PL

W dniach 16–22 sierpnia 2014 r. odbył się w Lyonie 80. Kongres IFLA (World Library and Information Congress). W kongresie uczestniczyło 4 tys. osób z całego świata – bibliotekarzy, pracowników informacji naukowej oraz pracowników naukowych uczelni wyższych. Ogółem przewidziano 227 sesji, w tym sesje posterowe oraz wystawę produktów firm komercyjnych związanych z bibliotekami i szeroko pojętą informacją. Artykuł omawia tematykę kongresu i wnioski z niego płynące.

EN

On 16th–22nd August, 2014 the 80th IFLA conference called “World Library and Information Congress” took place in Lyon. The congress was attended by 4,000 people from all over the world – librarians, information professionals and university researchers. A total of 227 papers were presented, including poster sessions and commercial presentations of products related to libraries and information in general. The article discusses the topics of the conference and its main conclusions.

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LATO UMARŁYCH SNÓW – ROK 1945 NA ZIEMI PRUDNICKIEJ W ŚWIADOMOŚCI JEJ MIESZKAŃCÓW. DZIAŁALNOŚĆ EDUKACYJNA MUZEUM ZIEMI PRUDNICKIEJ

41%

Dominiak W.

Muzealnictwo

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2017

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vol. 58

169-180

EN

Some years have already passed since the book Summer of dead dreams by Harry Thürk (2015) was published. Some inhabitants of Prudnik County have treated the German perception as presented in its pages and interwoven in the historicists’ motifs, as a non-fiction and as a reliable source. This is why it has become essential to take some steps to present this multithreaded post-war event more honestly. One of the museums’ functions is their multi-dimensional educational activity, achieved through exhibitions and publications. Consequently, the Prudnik County Museum in Prudnik town has undertaken the task of showing the chequered history of this region from 1945 to 1947 by: a) preparing and elaborating a permanent exhibition entitled “Seen through a net curtain. The multiculturality of Upper Silesia based on Prudnik County”; b) publishing a book of the same title which brings closer the intangible heritage of Prudnik county, seen in its traditions and folk rituals of various social and cultural groups which together form its current “ethnos”; c) publishing a collection of eyewitness accounts by people who remember the years 1945–1947. The issue of changing borders and resettlements still evokes emotions for both the Polish and German communities. Although, the Polish and German tragedy of the civilian population had different origins, the tragedy itself was the same: extermination, forcing people to abandon their homes, going into the unknown, exile, illnesses and death are the common denominators of those sad events at the end of WWII. The museum’s role is to familiarise the public with a very frequently difficult and tragic history which would be free of stereotypes and subjectivity.

PL

Od ukazania się powieści Harry’ego Thürka pt. Lato umarłych snów (2015) minęło już kilka lat. Zaprezentowana na jej łamach i wpleciona w wątki historyzujące optyka niemiecka przez część mieszkańców Ziemi Prudnickiej została potraktowana jako literatura faktu i wiarygodny przekaz źródłowy. Stąd też konieczne stało się podjęcie działań ukazujących rzetelnie wielowątkowo trudne wydarzenie powojenne. Jedną w funkcji muzeów jest działalność edukacyjna realizowana wielopłaszczyznowo, tj. poprzez wystawy oraz publikacje. Dlatego Muzeum Ziemi Prudnickiej w Prudniku podjęło się ukazania trudnej historii tego regionu z lat 1945–1947 poprzez następujące działania: a) przygotowania i opracowania ekspozycji stałej pt. „Spojrzenie przez gardinkę. Wielokulturowość Górnego Śląska na przykładzie Ziemi Prudnickiej”; b) publikację książki pod tym samym tytułem, która przybliża niematerialne dziedzictwo Ziemi Prudnickiej zawarte w zwyczajach i obrzędach ludowych różnych grup społeczno-kulturowych, tworzących jej obecne etnicum; c) publikację książki będącej zbiorem relacji świadków czasu, osób pamiętających lata 1945–1947. Kwestia zmiany granic i przesiedleń ludności wciąż wywołuje emocje po stronie polskiej i niemieckiej. Tragedia ludności cywilnej – polskiej i niemieckiej – chociaż inna była jej geneza, jest taka sama: wykorzenienie, zmuszenie do pozostawienia swoich domów, droga w nieznane, tułaczka, choroby, śmierć to wspólny mianownik smutnych wydarzeń końca II wojny światowej. Rolą muzeum jest jak najpełniejsze, wolne od stereotypów i subiektywizmu, przybliżenie tej trudnej, często tragicznej historii.

20

Szkoła dla Innego. Filozofia i pedagogika dialogu w edukacji międzykulturowej

41%

Serkowska-Mąka J.

Studia Paedagogica Ignatiana

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2019

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vol. 22

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issue 1

51-72

PL

Celem artykułu jest pokazanie, w jaki sposób funkcjonująca w ramach pedagogiki dialogu propozycja Joanny Rutkowiak, aby uczynić dialog naczelną zasadą wychowania, może pomóc w realizacji zadań edukacji międzykulturowej. Szczególną uwagę autorka zwraca na myślenie globalizujące i hermeneutycznie rozumianą rozmowę, które mogą przyczynić się do poznawczego przeobrażenia jednostki poprzez uwzględnianie i włączanie do swojego horyzontu poznawczego odmiennych punktów widzenia. Takie podejście może przyczynić się do kształtowania sprzyjających wychowaniu międzykulturowemu postaw u nauczycieli, przeobrażając ich nastawienie i zwiększając samoświadomość co do własnego światopoglądu, wartości, przekonań i zachowań. Ta samoświadomość jest kluczowa w środowisku wielokulturowym, gdzie dochodzi do wzmożonych napięć i konfrontacji pomiędzy odmiennymi kulturowo interpretacjami rzeczywistości, wartościami i normami. Autorka twierdzi, że kluczową rolę w edukacji międzykulturowej odgrywają nauczyciele, gdyż to od nich zależy skuteczne kształtowanie postaw otwartości i tolerancji wobec Innego u uczniów. Wychowawcy powinni pełnić rolę negocjatorów między różnymi punktami widzenia, tłumaczy odmienności kulturowej oraz propagatorów otwartości i tolerancji. Nie uda się to bez zwiększonej świadomości własnego zaplecza kulturowego i wysokiego poziomu samoświadomości. Pomóc w tym może właśnie perspektywa dialogowa Rutkowiak, połączona z zaczerpniętą z filozofii dialogu dyrektywą zwiększonej wrażliwości na Innego i jego specyficzne potrzeby i uwarunkowania.

EN

The aim of this article is to demonstrate how Joanna Rutkowiak’s concept of educational dialogue representing dialogic pedagogy can help in the accomplishment of the goals of intercultural education. The author’s attention is focused particularly on globalizing thinking and hermeneutically understood conversation, which can be important factors leading to the cognitive transformation of an individual accomplished by taking different points of view into consideration and including them in one’s cognitive horizon. Such an approach may contribute to the development of particular teacher attitudes which support intercultural upbringing. These attitudes can be formed by transforming teachers’ dispositions and increasing their self-awareness in areas such as worldview held, beliefs, values and manifested behaviors. This self-awareness is the key factor in a multicultural environment, which is an area of increased tensions and conflicts between culturally different values, norms and interpretations of reality. The author argues that teachers play the key role in intercultural education, because effective fostering of openness and tolerance towards Other depends on their efforts. Educators should play the role of negotiators between differing points of view, translators of cultural otherness and exponents of openness and tolerance. They will not be able to achieve this goal without increased awareness of their cultural background and a high level of self-awareness.

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Szkoła dla Innego. Filozofia i pedagogika dialogu w edukacji międzykulturowej