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Cultural Vehicles in Education - assisting
the needs of vulnerable social groups
Pilot workshops
Youth centre "Babilonas"
Educational Unit
ART AS A CHANCE IN THE PERSPECTIVE OF INTERCULTURAL
MISUNDERSTANDING
| Subject of the unit |
Competences (key Lisbon competences) |
Practical skills |
Pedagogical aim |
Methods |
Didactic materials |
Duration and date |
| Social Profit of Social Diversity
in Intercultural Cooperation and Collaboration |
Competence no 5 Learning to learn
Competence no 6.1 Interpersonal, intercultural
and socialcompetences
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5. Knowledge of availableeducation and trainingopportunities
and howdifferent decisions during thecourse of
education andtraining lead to differentcareers.Ability
to reflect critically on the object andpurpose
of learning.Ability to communicate
Understanding of theintercultural dimension
inEuropean and other societies
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Positive appreciation oflearning as a life-enrichingactivity
and a sense ofinitiative to learn.Adaptability
and flexibility.To develop the attitude of openness
towards other people and culturesTo develop ability
to communicate constructively indifferent social
situations (tolerating theviews and behaviour of
othersTo increase awareness and understanding of
nationalcultural identity in interaction with thecultural
identity of Europe and the rest ofthe world; To
develop ability to see and understand thedifferent
viewpoints caused by diversity andcontribute one's
own views constructively.To develop ability to
negotiate. |
Individual and group work with materials discussion,method
of Moral Imagination as an attempt to see the things
from different, often opposing, points of view. |
Pieces of Fine Art:some painting, fragment of
the text of novel, the movie or article from the
newspaper.The scheme of telling stories: Action,
Intention, Outcome. |
4 hours (4 x 45 minutes)04/14/08-04/18/08
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ART AS A CHANCE IN THE PERSPECTIVE OF INTERCULTURAL
MISUNDERSTANDING
1. A description of the activities
undertaken during the unit, including comments on
the reactions of the group/individual participants
- Whole unit/ De l'unité: 3 hours: two activities
by 90 minutes each
- Activity1/ Activité 1: 90 minutes
- Activity 2/ Activité 2: 90 minutes
Activity 1
Look at the Art and Tell Me Your Story
Give the same piece of Fine Art to the members of
pairs. Ask them to reflect: some painting, fragment
of the text of novel, the movie or article from the
newspaper. Ask them to be prepared to tell the story
from painting, movie, newspaper or novel, interpreting
the same situation, described above in the same piece
of Art - emphasizing Rightness or Wrongness of Action,
Intention or Outcome, ACCORDING TO SCHEME:
Telling Stories in Intercultural Dialogue
Scheme N.1.
Tell the story anticipating eight versions of possible
actions, intentions and various outcomes.
Collect examples of "good practice" based on different interpretations
from different cultural mentalities.
1. Right action, based on positive intention leads
to the positive outcome.
2. Right action, based on positive intention leads to the negative outcome.
3. Right action, based on negative intention leads to the positive outcome.
4. Right action, based on negative intention leads to the positive outcome.
5. Wrong action, based on positive intention leads to the positive outcome.
6. Wrong action, based on positive intention leads to the negative outcome.
7. Wrong action, based on negative intention leads to the positive outcome.
8. Wrong action, based on negative intention leads to the negative outcome.
Instructions:
1. Tell the story from painting, movie, newspaper
or novel, interpreting the situation, described above
in the same piece of Art - emphasizing Rightness or
Wrongness of Action, Intention or Outcome.
2. Exchange the story with Your partner in the pair and re-tell the same story
from different cultural, social or linguistic perspective, changing the interpretation
of rightness or wrongness of Action, Intention or Outcome.
Tips:
- The Art may give the sense of identity through knowledge
and understanding of the spiritual, moral, social and
cultural heritages of diverse societies.
- The Art may develop skills that will help participants to combat prejudice
and discrimination.
Questions inviting participants to reflect on the activity
- Does the interpretation of piece of Art give the chance to practice to see
the things from different, often opposing, points of view?
- Does the interpretation of piece of Art give the chance to learn how to overcome
cultural stereotypes?
Activity 2
Become an I and Let Other Selves to Be I's.
Logic as a Chance in the Perspective of Intercultural Misunderstanding
Give the same social/moral/political/religion situation
to all members of workshop. Ask them to be prepared
to give different interpretations of the same situation,
emphasizing Rightness or Wrongness of Action, Intention
or Outcome. It may be three different interpretations
based on different cultural, social, linguistic backgrounds.
I.e.: the same situation in different cultural interpretations
may seem as:
1. Right action, based on positive intention leading to the positive outcome.
In other cultural context it may be interpreted as:
2. Right action, based on negative intention leads
to the positive outcome.
In third cultural context it may be interpreted as:
3. Wrong action, based on negative intention leads
to the positive outcome.
Instructions:
1. Tell the story interpreting the situation from
different cultural background emphasizing Rightness
or Wrongness of Action, Intention or Outcome.
2. Tell the story interpreting the situation from different linguistic background
emphasizing Rightness or Wrongness of Action, Intention or Outcome.
Tips:
- The each person's point of view becomes richer and
more comprehensive when it is seen in the context of
many points of view.
- The philosophical, critical and creative thinking and so called method of
Moral Imagination may improve the relations between people of different cultural
backgrounds and different mentalities.
Questions inviting participants to reflect on the activity
- Do the different interpretations based on different cultural, social,
linguistic backgrounds may help to overcome cultural stereotypes?
- Does the philosophical, critical and creative thinking and so called method
of Moral Imagination may help to solve the problem of improving relations between
people of different cultural backgrounds and different mentalities?
2. Was the aim of the unit
achieved (the implementation of practical skills
and the pedagogical aim)?
This workshop was principally aimed for the exploration
of intercultural understanding and misunderstanding
by the means of philosophical, critical and creative
thinking and so called method of Moral Imagination.
It was aimed to the inquiry of a problem of improving
relations between people of different cultural backgrounds
and different mentalities.
Participants become ready for reflection of various situations as of permanent
choosing and of permanent making decisions with all the moral responsibility
for all decisions
Participants were challenging stereotypical images of other places and cultures.
Participants have developed skills that would help them to combat prejudice
and discrimination.
Participants were collect examples of "good practice" based on different
interpretations from different cultural mentalities.
Participants were learning how to overcome cultural stereotypes.
Participants were learning how to develop skills that will help them to see
their personal point in the context of many points of view.
3. Other remarks (for example on the interaction
between artistic and educational elements)
This workshop was an application of a principle of
intercultural dialogue. This application was based
on the idea of reciprocity as an attempt to see the
things from different, often opposing, points of view.
It was based on the idea that each person's point of
view becomes richer and more comprehensive when it
is seen in the context of many points of view. It may
be extended to dialogue about similarities and differences,
to dialogue about social profit of social and linguistic
diversity in class or community. The aim was to engage
those who might see themselves as parts in a conflict
of identities. In the process of dialogue they were
asked not to accuse, justify or forgive, but just tell
their stories and analyze them, seeing the reasons
behind different perspectives of different identities.
Some of participants, remarks: "By very simple and clear speaking it made
me give much thought, reflection", "I got frightened by the title "philosopher",
but now I feel exrtremely good"
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