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Cultural Vehicles in Education - assisting
the needs of vulnerable social groups
Pilot workshops
Youth centre "Babilonas"
Educational Unit
FEMININITY IN THE PERSPECTIVE OF CULTURAL AND SOCIAL
MISUNDERSTANDING
| Subject of the unit |
Competences (key Lisbon competences) |
Practical skills |
Pedagogical aim |
Methods |
Didactic materials |
Duration and date |
| Femininity in the Intercultural Cooperation
and Collaboration |
no 5 Learning to learn
Competence no 6.1 Interpersonal, intercultural
and socialcompetences |
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 |
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.
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Individual and group work with materials, discussion,method
of questioning as an attempt to see the things
from different, often opposing, points of view. |
The schemes of analyzing cultural and social
superstitions |
3 hours (4 x 45 minutes)
06/18/06 |
1. A description of the activities undertaken during
the unit, including comments on the reactions of the
group/individual participants
- Whole unit: 3 hours: two activities by 90 minutes
each
- Activity 1: 90 minutes
- Activity 2: 90 minutes
1. Give the same table to the members of pairs. Ask
them to o full in the table and reflect and be prepared
for the interpretation of the same situations ACCORDING
TO TABLE.
2. Exchange the table with Your partner in the pair
and think of different interpretations of the same
situations from different cultural or social perspective.
TABLE No. 1 Historical and Everyday Life Heroism
| Action, state |
It is heroism, no matter of dispute |
It is heroism but as a matter of discussion |
It is not heroism, no matter of dispute |
It is not heroism, but as a matter of dispute |
1. Love.
2. Rescue of drunkard.
3. Fight against
the enemies.
4. Fight disease.
5. Refrain from.
6.
Life long learning.
7. Pursuit of happiness.
8. Helpfulness.
9.
10.
11.
12.
13.
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Instructions:
1. Reflect and give the interpretations of the situations,
described in the table emphasizing possible moral,
social and cultural prejudices and stereotypes, concerning
the idea of historical and everyday life heroism.
2. Think of possible cultural misunderstandings of
the same problem in diverse and different societies.
Questions inviting participants to reflect on the
activity
- Does the interpretation of situations give the
chance to practice to see the heroism from different,
often
opposing, points of view?
3. Does the interpretation of situations give the chance
to learn how to overcome cultural stereotypes?
Activity 2
Heroes and Heroines
TABLE No. 2. Heroes and Heroines
| Action, state |
it is men's heroism, no matter of dispute |
It is women's heroism no matter of dispute |
It is human heroism but as a matter of discussion |
1. Self-possesion.
2. Responsibility.
3. Driving.
4.
Love.
5. Rescue of drunkard.
6. Fight against the
enemies.
7. Fight disease.
8. Refrain from...
9. Life
long learning.
10. Pursuit of happiness.
11. Helpfulness. |
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Grouping:
- (individual)
Instructions:
1. Give the same social/moral/political/religion situation,
described in the table to all members of workshop.
Ask them to be prepared to give different interpretations
of the same situation, emphasizing different cultural,
social, linguistic backgrounds. I.e.: the same situation
in different cultural interpretations may seem as:
women's heroism or men's heroism.
2. Look at the interpretations and reflect the possible
cultural and social stereotypes, prejudices or even
forms of sexual discrimination.
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
reveal, detect or even overcome cultural stereotypes
prejudices or even forms of sexual discrimination?
- Does the philosophical, critical and creative thinking
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. 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. Inventing and describing situations
by the method of Moral Imagination, exchanging the
interpretations of situations with other participants
and reinterpretation the same situation from different
cultural, social or linguistic perspective was 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.
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