Abstract
Daugiakultūriškumas yra šiems laikams būdinga kultūros kategorija, nukelianti individą į kultūrų paribius, ten, kur galima patirti ne tik save ir savo kultūrą, bet ir santykį su kitais, jų kultūromis. Tai nuolatinių pasirinkimų ir kultūrinių tapatumų formavimosi vieta, apibrėžianti daugialypio kultūrinio tapatumo kūrimosi procesą ir kurianti bendruomenes kultūros paribiuose. Individo funkcionavimo paribiškumas atveria tarpkultūriškumo kategoriją, kuri talpina savyje įprastas, t. y. socialines (asmenines, tarpasmenines, tarpkultūrines) ir pilietines kompetencijas. Tam, kad jaunoji karta įgytų tokių savumų, ji turi būti kryptingai ugdoma, ir tai, be kita ko, turėtų užtikrinti tarpkultūrinio ugdymo sistema. Todėl daug dėmesio turėtų būti skiriama mokytojo vaidmeniui ir jo(s) akademinio išsilavinimo formuojamoms profesinėms kompetencijoms (asmeninei, interpretavimo-komunikavimo, kūrybingumo-kritiškumo, bendradarbiavimo, aksiologinei, teleologinei ir vykdomajai).
Highlights
Contemporary times are profoundly characterized by cultural diversity
Multiculturalism offers various forms of pluralism, which can favor coming into existence of some ordered social structures (Nikitorowicz 2010, p. 30) within the framework of the new conceptual cultural space (Pink 2005)
Taking into consideration the multidimensional features of the cultural borderland, its conceptual character, and the role in the process of establishing cultural identity of the young generation and in building community in the borderland, the abovementioned competencies shall be recognized as the substantial conditions of cross-cultural education, especially in view of the fact that the young generation is contemporarily facing an extremely difficult situation, created, to a different degree and scope, by various cultural worlds (Targamadzė 2016, p. 74), in which they are forced to make constant choices, build their own identity and define themselves in the relation to others, co-creating the cultural space in the borderland
Summary
Contemporary times are profoundly characterized by cultural diversity. As a result, the traditional understanding of culture (Herder 1966), along with its social homogeneity, ethnic unification and distinct intercultural borders (Welsch 1998, p. 198), has become obsolete, as such comprehension of culture, according to W. Welsch (1998), is incapable of dealing with “the internal diversity of modern cultures. They are associated with personal and social welfare, especially in view of the perception of multicultural and socioeconomic features of the European societies ( within a given membership country) and with mutual interaction between national, cultural identity and the European identity These competencies consecutively activate attitudes expressing respect for the cultural diversity, followed by cross-cultural communication, both contributing to the process of establishing a community. Taking into consideration the multidimensional features of the cultural borderland, its conceptual character (dynamic emergence), and the role in the process of establishing cultural identity of the young generation and in building community in the borderland, the abovementioned competencies shall be recognized as the substantial conditions of cross-cultural education, especially in view of the fact that the young generation is contemporarily facing an extremely difficult situation, created, to a different degree and scope, by various cultural worlds Taking into consideration the multidimensional features of the cultural borderland, its conceptual character (dynamic emergence), and the role in the process of establishing cultural identity of the young generation and in building community in the borderland, the abovementioned competencies shall be recognized as the substantial conditions of cross-cultural education, especially in view of the fact that the young generation is contemporarily facing an extremely difficult situation, created, to a different degree and scope, by various cultural worlds (Targamadzė 2016, p. 74), in which (and in between which) they are forced to make constant choices, build their own identity and define themselves in the relation to others, co-creating the cultural space in the borderland
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