scholarly journals Understanding Advaita: A Panikkarean Perspective for a Cross Cultural Journey.

2021 ◽  
Vol 13 (1) ◽  
pp. 77-91
Author(s):  
K Maria Delasal Viswas
Keyword(s):  
Cross Cultural ◽  
Philosophical Concept ◽  
Human Community ◽  
Cultural Approach ◽  
Current Scenario ◽  
The Cross ◽  
Holistic Vision ◽  
The Universe

In a world of fragmented approach and the loss of a holistic vision, an integrated view is called for to save the human community and at large the universe from many perils.  One such integrated outlook germinates in Raimon Panikkar’s understanding of the most cherished Indian philosophical concept of advaita.  The altogether different outlook he passes into the understanding of advaita – which is the main elaboration in this paper – takes the lead to various ramifications to see the reality in diversified manner and still with an undifferentiated unity.  He highlights that the entities should be seen in their polarities and not in-themselves.  This perspective leaps into the felt need for a cross-cultural journey which is an indispensable one at the current scenario of a pluralistic phenomenon and the availability of many options.  Still, elaborating on the cross-cultural odyssey is not the objective here and therefore such an exposition does not have space here.  The emphasis lies on the drive that pushes us for an interest into cross-cultural approach giving awareness that we can no more be isolated within an enclosure.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS

2021 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova
Keyword(s):  
Main Idea ◽  
Cross Cultural ◽  
Educational Process ◽  
Academic Mobility ◽  
Expert Review ◽  
Cultural Approach ◽  
Pedagogical Competence ◽  
The Cross ◽  
Four Levels ◽  
Comparison Of The Results

"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."

BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS

2020 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova ◽  
Elena Pushkareva
Keyword(s):  
Main Idea ◽  
Cross Cultural ◽  
Educational Process ◽  
Academic Mobility ◽  
Expert Review ◽  
Cultural Approach ◽  
Pedagogical Competence ◽  
The Cross ◽  
Four Levels ◽  
Comparison Of The Results

The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.

Curatorial Work

2016 ◽  
Author(s):  
Tarek Elhaik
Keyword(s):  
Contemporary Art ◽  
Cross Cultural ◽  
National Museum ◽  
Cultural Approach ◽  
The Past ◽  
Total Destruction ◽  
The Media ◽  
The Cross

This chapter examines the dominant concepts that form the so-called ethnographic turn in contemporary art, including the cross-cultural approach. It first provides an overview of the notions of montage and animation that have been added to the media anthropological repertoire before discussing post-Mexican assemblages. It then looks at Roger Bartra's notion of a ‘post-Mexican condition’, Silvia Gruner's archaeophobic video Don't Fuck with the Past, You Might Get Pregnant and Eduardo Abaroa's iconoclastic installation The Total Destruction of the National Museum of Anthropology, highlighting the lessons that can be learned from this assemblage of seemingly nihilistic gestures and post-anthropological attitudes. It also introduces the contemporary anthropologist's mode of curatorial work and argues that the stakes behind this ‘assemblage-work’ are nothing less than the differential futures brewing in the contemporariness of contemporary anthropology and contemporary curation.

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