| Popis: |
The scientific report presents ideas that rethink the social meanings of diversity, which nowadays provokes pedagogical interaction in the school institution. The need to support global education is revealed on the basis of a detailed analysis of the findings on the social role of the “student” and the main characteristics of the role inherent in the role. The global dimensions of modern societies are beginning to dominate, which necessitates a change in traditional pedagogical practice. The term “global education” gives rise to a discussion of the formation of knowledge, skills and attitudes based on cultural pluralism, interdependence and international economic competition. School age is the time when the individual accumulates knowledge about the world. The introduction of global education means that students understand the importance and complexity of globalization processes and build an identity for intercultural interaction and existence in an interdependent world. In its dynamic structure, identity is a phenomenon related to the peculiarities of values, way of life, regulation of relationships based on history, ethnology and cultural development. The implementation of a targeted educational policy for equal rights goes hand in hand with the idea of acquiring competencies for interconnection, consolidation and partnership in a multicultural environment. Promoting the philosophy of awareness 536 of the concept of “global education and identity” is a psychological and pedagogical model of cultural relativism. |
