1 / 13

The Intercultural Glossary Project Concept learning as Education for Intercultural Understanding

The Intercultural Glossary Project Concept learning as Education for Intercultural Understanding Claudia Lenz, EWC. Idea and approach of the glossary project The elements of the glossary project The influence of conceptual history Testing of approach I. Testing of approach II.

overton
Download Presentation

The Intercultural Glossary Project Concept learning as Education for Intercultural Understanding

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Intercultural Glossary Project Concept learning as Education for Intercultural Understanding Claudia Lenz, EWC

  2. Idea and approach of the glossary project • The elements of the glossary project • The influence of conceptual history • Testing of approach I. • Testing of approach II. Structure of this introduction

  3. The Intercultural Glossary Project Idea and goals: Development and testing of an educational tool focusing on the interactive investigation and reflection of key concepts in the area of Education for Democratic Citizenship (EDC), Human Rights Education (HRE) and Intercultural Education (ICE)

  4. Concept learning as dialog and intercation Basic assumption: Different ways of understanding and ”making sense” of concepts are a valuable ressource for learning Approach: By not offering ready made definitions, a holistic learning process is initiated, by encourageing • Curiosity and openness towards diversity • Reflexivity and critical thinking • Search for knowledge and understanding

  5. Concept learning as dialog and interaction Starting point: Individual understandings of concepts • Attributing authority to learners to take part in knowledge production, • But also: challenging them to reflect and contextualize own • assumptions • The initial productivity of misunderstandings: • Awarness of different meanings in different contexts • A key precondiction for Intercultural understanding Weak relativism: • Respecting diversity of understandings • Reasoning and capacity to explore and quest one’s own and other’s understadning

  6. Leaning towards HRE principles: «Learning about» «Learning through» «Learning for» (M. Eckmann)

  7. Leaning towards HRE methodology • Encouragement of reflection, analysis and critical thinking • Encouragement of non-hierarchical, democratic, collaborative learning environments • Recognition of a variety of points of view • Promotion of personal enrichment, self-esteem and respect for the individual • Emphasis on skill building and practical application of learning Compasito/CoE 2007

  8. The interrelated elements of the IGP: • Online learning tool and resource: WIKI • Learning methods, learning materials • Peer learning activities (face-to-face, online) Online glossary Methods/Materials Learning activities

  9. Conceptual History as theoretical source of inspiration To investigate the meanings of concepts.. • ..over time – the diacronic perspective • ..within contemporary contexts – the synchronic perspective “[To] alienate the concepts through past experiences can contribute to a contemporary raising of awareness that leads from historical clarification to political clarity.» (Reinhard Koselleck 1972)

  10. Operationalizingdiachronic and synchronicperspectives:«Speaker positionchart»

  11. Testing the approach I.: Pestalozzi workshop: «From Division to Diversity» 19 teachers and teacher trainers from 16 countries «Workshop glossary» in three steps: I: individual reflection about meaning(s) of key concepts II: group work on working definitions III. exploring and systematisation of meanings (speaker position chart)

  12. Testing the approach II: ”Tandem” betweenUniversitiesof Trondheim and Hamburg Concepts chosen: Cultural heritage, Antisemitism, islamophobia, European identity. Workings steps: • A personal account of what meaning(s) the chosen concept has for the student. • Exploration of scientific definitions the concept is given. • Examination of context and purposes related to the uses of the concept in contemporary society. • Investigation of historical uses of the concept and tracing changes in the content over time. Product: Text and speaker position chart (-> glossary entry)

  13. Partners: Federal Agency for Civic Education/Germany (bpb); The European Wergeland Centre Norwegian University of Science and Technology; University of Hamburg ; KULTRANS/University of Oslo; Centre for Human Rights Education University of Teacher Education Central Switzerland/ Lucerne; Havard University/USA Higher School of Economics/Moscow; Network of European Citizenship Educators/ NECE

More Related