scholarly journals Edukacja i komunikacja międzykulturowa w kształtowaniu kompetencji międzykulturowych

Edukacja ◽  
2019 ◽  
Vol 2019 (3) ◽  
pp. 6-17
Author(s):  
Jerzy Nikitorowicz ◽  
Keyword(s):  
Intercultural Communication ◽  
Science Learning ◽  
Intercultural Education ◽  
Special Significance ◽  
Multicultural Management

Education and intercultural communication in the context of shaping intercultural competences In the context of anthropological and interactionist assumptions, the author indicates the challenges and tasks of intercultural education and communication in the process of shaping intercultural competences. The author draws attention and justifies the thesis that the changeability and dynamics of the multicultural world result in the need to develop a new theory of acculturation and a new policy of multicultural management. Also analysed are the intercultural competences that take on special significance in the revitalization of heterology, the science/learning about Others, and in the constant need for dialogue among cultures.

scholarly journals DETERMINANTS OF INTERCULTURAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 946-953
Author(s):  
Yelena Bystray ◽  
Elena Вaronenko ◽  
Larissa Belova ◽  
Julia Raisvich ◽  
Tatiana Shtykova
Keyword(s):  
Ethnic Identity ◽  
Intercultural Communication ◽  
Rapid Assessment ◽  
Intercultural Education ◽  
Tolerance Index ◽  
Self Identity ◽  
Study Results ◽  
Cultural Self ◽  
Assessment Questionnaire ◽  
Practical Level

Purpose of the study: The article aims to identify the determinants of intercultural education and describe their essence. Methodology: The authors used the cluster of methods: the diagnostics of cultural identity and a foreign cultural-reflexive position in communication with representatives of other cultures, the analysis of activity-related products, rapid assessment questionnaire "Tolerance index", questionnaire. The study comprised 135 students of the South Ural State Humanitarian-Pedagogical University (Chelyabinsk, Russia). Main Findings: The authors have determined typical features and target-oriented aspects of intercultural education and presented them in the form of a matrix. The authors have also developed and tested the course "Basics of intercultural communication", considered the formation of the cultural self-identity and foreign culture-reflexive position of students, as well as their tolerance index and types of ethnic identity. Applications of this study: The study results can be used in teaching courses concerned with problems of intercultural communication to students of foreign language faculties, international faculties, and other humanities faculties. The research materials are of scientific significance for undergraduate and graduate students working on their dissertations. Novelty/Originality of this study: The study novelty is as follows.: At the theoretical level, it determines the typical features and determinants of intercultural education. At the practical level, it introduces and tests the course "Fundamentals of intercultural communication". It analyzes the formation of the cultural self-identity and foreign cultural-reflexive position of students, as well as their tolerance index and types of ethnic identity.

scholarly journals Practical applications of naturalistic inquiry in intercultural education

2021 ◽  
Vol 3 (2) ◽  
pp. 52-78
Author(s):  
Margarethe Olbertz-Siitonen
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Intercultural Communication ◽  
Intercultural Education ◽  
Intercultural Training ◽  
Naturalistic Inquiry ◽  
Practical Applications ◽  
Naturally Occurring ◽  
Authentic Data ◽  
Working Out

In recent years, the field of intercultural communication has seen a remarkable shift characterized by a growth in publications that distance themselves from the traditional, essentialist understanding of culture. In research, this shift is reflected in approaches that appreciate culture-in-action instead of taking culture for granted as a stable entity that pre-exists social interaction and predicts as well as explains human behavior. However, despite attempts to introduce differentiated views on culture and interculturality in education, concrete options for critical intercultural training are scarce and often remain abstract, which makes their application challenging. This article argues for the use of naturalistic inquiry in intercultural education. This pedagogical choice may provide students with access to authentic data and allow them to observe and analyze facets of interculturality by themselves while working out practical solutions collaboratively. Advantages of naturalistic inquiry include independence from theoretical presuppositions, approachability for facilitators and students alike, and applicability to a wide variety of naturally occurring social interactions. The article proposes that naturalistic inquiry enables students to identify and analyze practices that may be problematic with respect to cultural attributions or categorizations and encourages them to notice and discuss the meaning of culture as it dynamically surfaces in interaction.

scholarly journals From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

2021 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Mélodine Sommier ◽  
Malgorzata Lahti ◽  
Anssi Roiha
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Communication Theory ◽  
Theory And Practice ◽  
Intercultural Education ◽  
Special Issue ◽  
Education Practice ◽  
The People ◽  
Recent Developments ◽  
Stable Connection

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

scholarly journals Developing Programs of Intercultural Education with Regard to the Inclusive Education's Values

2015 ◽  
Vol 57 ◽  
pp. 42-47 ◽  
Author(s):  
Claudiu Marian Bunăiașu
Keyword(s):  
Intercultural Communication ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Intercultural Education ◽  
Education For All ◽  
Education Programs ◽  
Complex Issue ◽  
New Education

Both the intercultural education and inclusive education represent dimensions of the "new education", which approach the values of European conscience and contemporary society's complex issue, as part of the intercultural communication and social inclusion. These dimensions have specific issues, but also convergence points, as far as the finalities, as well as the means of achieving are regarded. The programs of intercultural education represent this kind of means, which facilitate accomplishing "education for all" purposes. The research's premises analyze intercultural competences' development, in order to comprehensively approach the inclusive education and argues legitimacy and the opportunity of investigation. The second part of the article presents the research, regarding the topic's impact and the modalities in order to develop and implement the intercultural education programs, which approach the values of social inclusion. The main investigation tool is represented by the questionnaire, which has been applied to a sample of 100 subjects (didactic staff, students). After systematizing the results of the research, there have been revealed subjects' perceptions, efficient modalities and types of programs that promote inclusive education's values.

scholarly journals Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project

2017 ◽  
Vol 7 (2) ◽  
pp. 211-232
Author(s):  
Neva Čebron
Keyword(s):  
Intercultural Communication ◽  
Student Mobility ◽  
First Language ◽  
Intercultural Education ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Cultural Boundaries ◽  
Intercultural Encounters ◽  
Societal Changes ◽  
Teaching Modules

The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of critical cosmopolitanism (Holliday 2012) and intercultural communicative competence (Byram 1997 and 2012). The activities in the modules promote a view of culture as a negotiated „process” among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any “essentialist” attitudes and simplistic overgeneralisation of “otherness.” The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a lingua franca, a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of “linguaculture” (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speake’s first language. The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.

scholarly journals Wartość kompetencji międzykulturowych

2020 ◽  
pp. 327
Author(s):  
Ewa Głażewska
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
English Language ◽  
Intercultural Education ◽  
Academic Environment ◽  
Pluralistic Society ◽  
Intercultural Studies ◽  
Language Studies ◽  
Practical Proposal ◽  
The Subject

The aim of the article is to discuss the importance of intercultural competences in building a pluralistic society, open to cultural diversity. Based on the example and analysis of the new program of English language studies, i.e. Intercultural Communication in Education and the Workplace, which operates at the Faculty of Humanities of Maria Curie-Skłodowska University in Lublin, an attempt was made to identify the aspects and ways in which intercultural competences can be acquired and promoted. However, the author does not analyze intercultural education as such, as this has been the subject of research by many other investigators. In the first section, an attempt was be made to define the concept of <em>intercultural competences</em> taking into account cognitive, emotional and behavioral components. The answer to the question why it is important to acquire competences is discussed in the part where the author examines the factors (imperatives) indicating the indispensability of such competences in the contemporary globalized, spatially compressed and cross-linked world. In the final part of the article, the assumptions of the course and the program of intercultural studies are analyzed with a view of presenting a practical proposal of acquiring intercultural competences in Lublin’s international academic environment.

Lattice Imaging of Grain Boundaries in Ceramics

1977 ◽  
Vol 35 ◽  
pp. 114-115
Author(s):  
D. R. Clarke ◽  
G. Thomas
Keyword(s):  
Mechanical Properties ◽  
High Temperature ◽  
Silicon Nitride ◽  
Grain Boundaries ◽  
High Temperature Strength ◽  
Current Interest ◽  
Lattice Imaging ◽  
Special Significance ◽  
Structural Applications ◽  
Refractory Ceramics

Grain boundaries have long held a special significance to ceramicists. In part, this has been because it has been impossible until now to actually observe the boundaries themselves. Just as important, however, is the fact that the grain boundaries and their environs have a determing influence on both the mechanisms by which powder compaction occurs during fabrication, and on the overall mechanical properties of the material. One area where the grain boundary plays a particularly important role is in the high temperature strength of hot-pressed ceramics. This is a subject of current interest as extensive efforts are being made to develop ceramics, such as silicon nitride alloys, for high temperature structural applications. In this presentation we describe how the techniques of lattice fringe imaging have made it possible to study the grain boundaries in a number of refractory ceramics, and illustrate some of the findings.

The Contribution of Pavlov's Typology of CNS Properties to Personality Research

1997 ◽  
Vol 2 (2) ◽  
pp. 125-138 ◽  
Author(s):  
Jan Strelau
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Animal Species ◽  
Special Significance ◽  
The West ◽  
Personality Dimensions ◽  
Personality Research ◽  
Personality Theories ◽  
Strength Of Excitation ◽  
Point Of Departure

This paper presents Pavlov's contribution to the development of biological-oriented personality theories. Taking a short description of Pavlov's typology of central nervous system (CNS) properties as a point of departure, it shows how, and to what extent, this typology influenced further research in the former Soviet Union as well as in the West. Of special significance for the development of biologically oriented personality dimensions was the conditioned reflex paradigm introduced by Pavlov for studying individual differences in dogs. This paradigm was used by Russian psychologists in research on types of nervous systems conducted in different animal species as well as for assessing temperament in children and adults. Also, personality psychologists in the West, such as Eysenck, Spence, and Gray, incorporated the CR paradigm into their theories. Among the basic properties of excitation and inhibition on which Pavlov's typology was based, strength of excitation and the basic indicator of this property, protective inhibition, gained the highest popularity in arousaloriented personality theories. Many studies have been conducted in which the Pavlovian constructs of CNS properties have been related to different personality dimensions. In current research the behavioral expressions of the Pavlovian constructs of strength of excitation, strength of inhibition, and mobility of nervous processes as measured by the Pavlovian Temperament Survey (PTS) have been related to over a dozen of personality dimensions, mostly referring to temperament.

Sign in / Sign up

Export Citation Format

Share Document