Tarpkultūrinė mokymosi dimensija aukštojo mokslo studijų tarptautiškumo kontekste
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2012 |
Straipsnyje analizuojama tarpkultūrinės dimensijos mokymosi aukštojo mokslo studijose raiška, pateikiama šaltinių kritinė analizė ir empirinio tyrimo, atlikto, remiantis kokybinio tyrimo metodologija (2010 – 2011) rezultatai. Pateikiamos išvados apie tai, kad vien tik žinių apie kitas kultūras turėjimas ir emocinis jautrumas dar nesudaro prielaidų mokančios gyventi kartu visuomenės ir tarpkultūrinio švietimo sukūrimui. Tam svarbus yra elgsenos aspektas, kuris, kaip parodė empirinio tyrimo rezultatai, yra sunkiausiai pasiekiamas.
The paper is concentrated on the importance of the implementation of intercultural education into educational institutions in Lithuania. The theoretical background is based on the analysis of human rights as well as on the disjuncture of the two closely related concepts: multiculturalism and interculturalism. Intercultural education could be one of the keys for the citizenship education as it creates environment where culture a person comes from as well as culture of other people can be reflected. The aim of this paper is to present the results of the study that was received by analysing students’ attitude towards intercultural education and their experiences while learning in a multicultural environment. The theoretical background was based on critical analysis of the scientific literature and other references. The empirical research data was collected in a form of structured written reflections and analysed using the method of interpretative phenomenology. This method is effective while trying to understand the informants’ experiences from their perspective without any preconceptions on one or other question (Lester, 1999). Profile of informants was prepared using the method of statistical analysis. Conclusions are provided: The concept of intercultural education involves not only induction with the cultures around, but it implicates closer knowledge and promotion of tolerance, understanding and respect. It must have philosophical background and be based on eternal universal values. The most important elements (cognitive, emotional and behaviouristic) of intercultural education are identified in the model of intercultural education where a behaviouristic aspect is presented as the most important because it is the most difficult to reach. Knowledge and emotional aspects do not create preconditions for a development of learning to live together in a society. [...]